It is very much like leaving bleeding and purging
behind. Bleeding is a very good treatment for iron-retention
disorders, as it turns out, but over-generalizing it
and using it for everything was ineffective. Finding such
errors and improving the bottom-up approaches made
great strides in 20th century medicine.
I tend to think that 21st century education, once it
has developmental psychology and a lot of cognitive
neuroscience to go on, will be able to make a transition
something like 20th century medicine did. That
is to say: If you figure that, of the current educational
practices, only about 10 percent are informed by science,
imagine it getting closer to 50-50. That would
be the major development. While the babies that pop
out of the womb might not be different from today, by
the time they pop out of the school system, they could
be substantially different than they are today.
Thank you. Are there questions?