Educational evolution: why the how it more important than the what

Abstract

For a long time it has been discussed the need of changes in education, not only in the design of curricula -which nevertheless happen periodically usually without a clear perception on the need to do so-, but also, especially for a few years, on the way knowledge is transmitted. There is a feeling s born from the professionals of education which is slowly reaching public managers, that the way of transmitting knowledge, that is, the how we teach, is as important as the what is taught. This paper discusses that one of the most important guiding principles that should underlie the evolution of the educational model is the change of perspective, not only to assess the how but also, as I hope to demonstrate, to make it more important than the what is taught. I will do it from the perspective of current knowledge in neurosciences applied to education.