Mind, Brain, and Education: Building a Scientific Groundwork for Learning and Teaching1

The primary goal of the emerging fi eld of Mind, Brain, and Education is to join biology, cognitive science, development, and education in order to create a sound ground- ing of education in research. The growing, worldwide move- ment needs to avoid the myths and distortions of popular conceptions of brain and genetics and build on the best inte- gration of research with practice, creating a strong infrastruc- ture that joins scientists with educators to study effective learning and teaching in educational settings. Science and practice together provide many potentially powerful tools to improve education. Neuroscience and genetics make possible analysis of the " black box " of biological processes that under- pin learning. Understanding the biology of abilities and disabilities helps educators and parents to facilitate individual students ' learning and development. Cognitive science pro- vides analyses of the mental models/metaphors that pervade meaning making in human cultures, creating tools for avoid- ing unconscious distortions and crafting effective educational tools. Developmental and learning science produce tools to analyze learning pathways, including both shared patterns and learning differences. To reach the potential of grounding education effectively in research requires improving the infra- structure by creating (a) research schools where practice and science jointly shape educational research, (b) shared data- bases on learning and development, and (c) a new profession of educational engineers or translators to facilitate connecting research with practice and policy.