Educating the adult brain: How the neuroscience of learning can inform educational policy

Abstract

The acquisition of new skills in adulthood can positively affect an individual's quality of life, including their earning potential. In some cases, such as the learning of literacy in developing countries, it can provide an avenue to escape from poverty. In developed countries, job retraining in adulthood contributes to the flexibility of labour markets. For all adults, learning opportunities increase participation in society and family life. However, the popular view is that adults are less able to learn for an intrinsic reason: their brains are less plastic than in childhood. This article reviews what is currently known from neuroscientific research about how brain plasticity changes with age, with a particular focus on the ability to acquire new skills in adulthood. Anchoring their review in the examples of the adult acquisition of literacy and new motor skills, the authors address five specific questions: (1) Are sensitive periods in brain development relevant to learning complex educational skills like literacy? (2) Can adults become proficient in a new skill? (3) Can everyone learn equally effectively in adulthood? (4) What is the role of the learning environment? (5) Does adult education cost too much? They identify areas where further research is needed and conclude with a summary of principles for enhancing adult learning now established on a neuroscience foundation. Résumé Former le cerveau adulte : comment les neurosciences de l'apprentissage peuvent éclairer les politiques éducatives -L'acquisition de nouvelles compétences à l'âge adulte peut avoir une influence positive sur la qualité de la vie d'un individu, y compris son potentiel de revenus. Dans certaines situations, tels que l'alphabétisation dans les pays en développement, elle peut permettre de sortir de la pauvreté. Dans les pays industrialisés, la reconversion professionnelle à l'âge adulte contribue à la flexibilité des marchés du travail. Chez tous les adultes, l'apprentissage augmente leur participation à la société et à la vie familiale. Néanmoins, l'opinion générale veut que les adultes soient moins aptes à apprendre, et ce pour une raison intrinsèque : leur cerveau serait moins malléable que dans l'enfance. Les auteurs recensent les connaissances actuelles de la recherche neuroscientifique sur l'évolution de la flexibilité du cerveau avec l'âge, en particulier sur la capacité d'acquérir de nouvelles compétences à l'âge adulte. Appuyant leur examen sur des exemples de l'acquisition des compétences de base et fondamentales chez les adultes, les auteurs traitent cinq questions spécifiques : (1) Les périodes sensibles au cours du développement cérébral affectent-elles l'apprentissage de compétences éducatives complexes telles que l'alphabétisation ? (2) Les adultes peuvent-ils devenir chevronnés dans une nouvelle compétence ? (3) Tous les adultes apprennentils avec la même efficacité ? (4) Quel est le rôle de l'environnement éducatif ? (5) Les coûts de l'éducation des adultes sont-ils trop élevés ? Les auteurs identifient les dom...

Asian Economic Integration Report 2019/2020:

“…For effective lifelong learning, governments will need to encourage behavioral change among workers and employers. On the workers' side, older workers face time constraints and a need for repetition and practice (Knowland and Thomas 2014). They also need to recognize the commitment required to acquire the desired skills and make the time to practice (or play out or repeat) what is learned.…”

“…This would imply instituting pedagogy that suits adults and seniors. Neuroscience finds that adults can learn just as well as children when the entire spectrum of learning elements are compared-adults can make better use of reason and learn based on their experiences (Knowland and Thomas 2014). Countries can help bridge the "gray divide" (see Box 6.16) by incentivizing firms to account for elderly workers' specific needs and concerns on technology usage.…”

The Science of Lifelong Learning

“…Similarly, this can be observed in the evidence-based research implementation which has focused on formal education, with a scarcity of research evaluated in workplace and other professional settings (Lee, 2017). Considering adults constitute the majority of the current and future workforce, the science of lifelong learning presents an opportunity to direct attention to this population and positively influence the future of education (Knowland and Thomas, 2014). The following sections will discuss the neuro-Science of Lifelong Learning 4 cognitive, psycho-socio-emotional and lifestyle considerations for lifelong learning initiatives and policies.…”

Of integration and disintegration: The “hows” and “whys” of lifelong learning in a rapidly changing world

“…We can begin by reminding ourselves that adults and children do not constitute discrete socio-economic groups, and every national and international school performance study confirms that children who grow up in literate homes perform best at school. But perhaps the best argument for investing in adult education is made by reversing the imperative; by asking ourselves to consider the high costs -in terms of, for example, health, crime, childcare and lost economic potential -of not investing in adult education (Knowland et al 2014).…”