Future avenues for education and neuroenhancement

Education, in epistemological terms, presents an arena in which the development of knowledge and its transmissionframe fundamentally distinct assignments: in social contexts knowledge exchange is prioritised to equipindividuals as knowers; in theoretical contexts, an understanding of knowing as a state of mind is the primaryobjective. Distinguishing between education and its institutionalised product –the school–, this paper reviews thenotion that today’s modern classroom settings limit the applicability of neuroscience research by focusing onequipping individuals as knowers. In contrast, educational research has become increasingly grounded in brainsciences, with future premises examining artificial intelligence technologies (AI) targeted at enhancing learningand memory based on an understanding of the nature of knowing. Taking into account this bifurcation betweeneducation and school, this paper examines how the paths of educational, neuroscience, and AI research crossbeyond school-enabled learning. This is contemplated across three sections. The first section examines the historicalbasis of the bifurcation between education and schooling. The second reviews the potential impacts ofcurrent neuroscience knowledge on educational implementations. The third discusses how and why neuroscienceand AI technologies could be pertinent to educational discourse in the future.