Home
Mobile version
spiked plus
About spiked
What is spiked?
Support spiked
spiked shop
Contact us
Advertising
Summer school
Top issues
Abortion
Arab uprisings
British politics
Child abuse panic
Economy
Environment
For Europe, Against the EU
Free speech
Jimmy Savile scandal
Nudge
Obesity
Parents and kids
Population
USA
View all issues...
special feature
The Counter-Leveson Inquiry
other sections
 Letters
 Review of Books
 Monthly archive
selected authors
Duleep Allirajah
Daniel Ben-Ami
Tim Black
Jennie Bristow
Sean Collins
Dr Michael Fitzpatrick
Frank Furedi
Helene Guldberg
Patrick Hayes
Mick Hume
Rob Lyons
Brendan O’Neill
Nathalie Rothschild
James Woudhuysen
more authors...
RSS feed
survey
a-b c-d e-h i-l m-n o-r s-u v-z index
Dr Kerry Hempenstall
educational psychologist and senior lecturer at RMIT University in Melbourne


More so than any generation before them, the child born today should benefit from rapid advances in the understanding of human development and of how it may be optimised. There has been an explosion of scientific knowledge about the individual, particularly in genetics and brain function and also in environmental influences, such as socio-economic status, child rearing practices, effective teaching, and nutrition. However, to this point, there is little evidence of these knowledge sources forming a major influence on policy and practice in, for example, education.

There is a disconnect between the accretion of knowledge and its acceptance and systematic implementation for the benefit of a growing generation. Acceptance of a pivotal role for empiricism is actively discouraged by advisors to policymakers, whose ideological position decries any influence of science. There are unprecedented demands on young people to cope with an increasingly complex world. It is one in which the sheer volume of information, or the sophisticated persuasion techniques, to which they will be subjected may overwhelm the capacities that currently fad-dominated educational systems can provide for young people.

A recognition of the proper role of science in informing policy is a major challenge for the new generation.



Survey home
What we found
Survey responses
Feedback
RSS feed
Anjana Ahuja
Michael Baum
Peter Cochrane
Richard Feachem
Frank Furedi
Michio Kaku
Ken MacLeod
Jonathan Meades
Munira Mirza
Matthew Parris
Ingo Potrykus
Roger Scruton
Ben Shneiderman
Lionel Shriver
Raymond Tallis
Peter Whittle
Josie Appleton
David Baulcombe
Claire Fox
William Higham
Paul Lauterbur
William Graeme Laver
Ken MacLeod
Fiona McEwen
Victor Stenger