Overview

Some robust results in neurobiology can explain characteristics of the neuronal representation of knowledge in humans. The functional architecture of the brain depends not only on genes but on epigenetic mechanisms (developmental processes) based on the stabilization of connections among neurons for specific tasks. “Neurons that fire together wire together” is the basic rule, not only in the embryonic period but also after birth. Babies are endowed with an incredible wealth of information already accessible in their brains, as illustrated by other chapters such as those by Dehaene and Petitto. Education does not start from a blank slate but develops from a priori knowledge about the internal and external environment. During the early periods of development some windows of development occur, well documented for the visual areas of the cortex, where sensory deprivation may alter forever the consolidation of cortical circuits. After puberty any learning is constrained by invariant neuronal architectures, but learning continues to occur because of functional modifications in the connectivity of the brain system, as described by Bruer in his chapter. Educational programs will benefit from knowledge of the way new neuronal circuits develop during learning.

The Editors

Considerations on the optimization of educational strategies should take into account knowledge on brain development and learning mechanisms that has been accumulated by neurobiological research over the past decades. The vast amount of data precludes a comprehensive overview of potentially relevant aspects in the format of this presentation.