The neurosciences are providing professional educators with an explosion of scientific information on how the brain learns. Academic success is not the brain’s top priority, it never was and never will be. Not only is it a jungle inside the human brain but it appears that there
is no on in charge. Since learning to survive overrides nearly all other human brain functions educational leaders must learn to appreciate what the learner considers threatening. Once the brain feels safe it loves to learn. The neurosciences are offering a new leadership and learning paradigm
which can ensure the survival of the profession of education.
Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.