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Luneburg's model for computation of the curvature K of visual two-dimensional space (horizontal visual surface) was tested with equidistant and parallel alleys in large open spaces. Forty-six subjects used stakes to produce 406 experimental alleys of variable sizes (from 5 x 1 to 240 m x 48m). The results show that, contrary to results obtained under laboratory conditions with small alleys and light spots, the individual curvature of visual space does not have negative constant value. K varies in the interval - 1 to + 1 in ninety computed settings: K greater than 0 (N = 38); K less than 0 (N = 52). Therefore the Lobachevskian gemetry currently attributed to visual space ought to be replaced by a Riemannian geometry of variable curvature. Moreover K is an individual function dependent on the size of the alley (distance from the subject), and visual perception would be better understood as scale-dependent. Independently of Luneburg's model we have tested the constancy of the curvature hypothesis in experiments with horopters and visual triangles. The results obtained invalidate Luneburg's hypothesis also.

Animals cannot teach as humans do. Therefore, we lack the experimental support of animal studies that are so important to understand the evolution of our basic learning skills but are useless to explore the development of the teaching skills, unique to humans. And most important: children teach! We have at least two new challenges in our Mind, Brain, and Education program regarding the teaching brain. First, to implement new methods to process online the way children teach in the digital environment since the first grade of schooling with the help of computers. Second, we may also explore the teaching brain of children and adults, with the help of wearable brain image technologies in a real classroom setting. Both projects may interact in a dynamic way in neuroeducation.