Slippery slopes. Some considerations for favoring a good marriage between education and the science of the mind–brain–behavior, and forestalling the risks

The paper briefly discusses historical and contemporary reasons for fostering the enterprise of establishing education as an applied science, grounded on theoretical and empirical research in the sciences of the mind, brain, and behavior. The bulk of the paper discusses potential risks that threaten the enterprise, and proposes three levels of contribution that cognitive science can bring into: education policymaking, educational research, and educational practice.