will the sciences of the mind constrain our theories and policies of
One might imagine that if educators attempted to push this system first teaching children that 40 is a better answer to 25 + 12 than is 60 that it might well facilitate the acquisition of the more precise system later in development. Similar issues arise in attempting to teach children about physics and biology. At some level, then, there must be a way for those in the trenches to work together with those in the ivory tower to advance the process of learning, building on what we have discovered from the sciences of the mind.
Marc D. Hauser is an evolutionary psychologist, a professor at Harvard University and author of Wild Minds: What AnimalsThink.