Human behavior seldom lends itself to black and white assertions. Learning and education in particular involve countless intersecting influences that are often difficult to study in isolation, and that can seldom be portrayed accurately with brief, simplistic claims. Some of the beliefs presented in this book are completely at odds with scientific evidence, while others contain kernels of truth that provide some validity under limited conditions or in certain contexts. The beliefs as stated in the chapter titles are demonstrably at odds with the bulk of scientific evidence. None of the chapters represent (or could represent) a comprehensive review of every existing study on a particular topic, but I have striven to accurately represent the scientific evidence as it currently stands. Some chapters are longer than others – reflecting differences in the amount and complexity of the research on various topics.
Scientifically weak ideas often persist rather than fading over time. One reason for this is confirmation bias, in that once we come to believe something, we tend to notice and remember confirming evidence even against a backdrop of broad contrary evidence. Social influences also play a role in maintaining beliefs. Since many of the beliefs examined in this book are widely shared, they are constantly reinforced and strengthened by those around us. Finally, sheer repetition of the ideas over time makes them seem ever more credible. In preparing this book, I have endeavored to allow the existing published scientific evidence on each topic to speak for itself. All beliefs in this book have wide endorsement, and each is represented by invested proponents who would assert that it is a myth to claim that these claims are myths. Many of the beliefs are repeated over and over without supporting evidence. It is not uncommon to read statements asserting that research supports some claim, with no reference to actual research. Claims of the existence of supporting research are then repeated – sometimes giving the impression that there is strong evidence and scientific consensus when in fact there is little actual evidence.
One of the most meaningful insights I acquired while researching and writing this book is that the line of belief between adherents and skeptics is often the same line that separates those who conduct the research in a particular area from those who do not. For example, it is difficult to identify neuroscientists – experts who study brain function – who agree that people are left- or right-brained, or that education can be tailored to activate one brain hemisphere or the other. It is similarly challenging to identify psychometricians – those who study the measurement of psychological characteristics – who assert that standardized tests do not predict important outcomes including academic performance, or cognitive scientists who assert that teaching should be matched to student learning styles.
The nature of scientific inquiry is such that research findings are not necessarily final. However, this book includes topics about which there is a divide between what many people believe and what the scientific evidence currently supports. As is always the case when a widely-held belief is portrayed as a myth, reactions to the research presented in this book are likely to include claims that I have missed or ignored evidence. I would encourage anyone – teachers, administrators, journalists, students, parents, etc. – to demand that claimants favoring any belief about education provide references to specific, obtainable, and peer-reviewed scientific studies. Too often, research findings are misunderstood or misrepresented, or claims that “researchers have found …” are created seemingly out of thin air. I would further encourage readers to remember Gottfredson’s (2007) admonition that “scientifically successful explanations rest not on single studies (all of which have limitations) but on a dense nomological network of empirical evidence.” Isolated contradictory studies – when they exist – do not justify abandoning established scientific trends. This assertion is not meant to communicate cynicism; rather, it is merely an endorsement of an evidence-based perspective.