The history education community's efforts to help pupils distinguish between the discipline of history and rawer forms of collective memory have been beset with problems from inside and outside the education community. From without, teachers face criticism for their supposed failure to foster narrowly celebratory versions of Britain's past; from…

In this article, the author gives an autobiographical account of his learning experiences and the lessons he learned from his lecturers. The author learned what he subsequently found is supported by experience and research, that the informal is as necessary as the formal. He also learned that teachers and students need to interact spontaneously,…

The author is skeptical about the implications of neuroscience for education currently and into the near future. His skepticism derives from several concerns, but a common theme runs through all of them: attempts to link neuroscience with education pay insufficient attention to psychology. In this article, the author presents four variations on…

The neurochemistry and physiology of memory and learning should be relevant to classroom techniques and methods of study. Findings should be examined to discover where positive and negative cross-correlated effects might occur between basic science information and educational methods. (MLW)