Pseudoscience: Can be defined as a collection of beliefs or practices mistakenly regarded as being based on scientific method. (Wikipedia)

All children get one chance at school, and it is our duty, our responsibility, to ensure we do our best for them.  Every minute counts and every second matters.  As such, any initiatives we roll out or teaching strategy we utilise should be based on sound scientific foundations.   We should rely on evidence-based practices to enhance learning and  student development. 

However, within the profession, there are many practices that quite frankly fall under pseudoscience.  These actions, initiatives and practices do not help a child’s learning.  Pseudoscience in education can take various forms, from teaching methods that are questionable, to unfounded theories on learning styles. These pose a significant challenge to the integrity and efficacy of educational systems worldwide.  Often these are unintentional and well intended.  

A common pseudoscientific belief in education (and one of the most widespread) is the concept of learning styles (each person has a particular learning style that makes them learn best).  Supporters of this theory suggest and propose that individuals have distinct preferences for how they receive and process information, such as auditory, visual, or kinaesthetic learning styles.  Despite widespread acceptance over the years among educators, the notion of tailoring instruction to match individual learning styles lacks scientific and empirical evidence. This theory has long been debunked.

Numerous studies have debunked the learning styles myth, revealing that learners do not benefit more from instruction tailored to their so called preferred style. In fact, evidence suggests that adapting teaching methods to suit specific learning styles may even impede learning by limiting exposure to diverse modes of information processing.

Other areas that have not been proven, or completely debunked include Brain Gym, Neuro-lingustic programming, brain-based learning, left and right brain dominance, lavishing praise, multiple intelligences by Howard Gardner, Gender stereotyping and many more!

We live in an era marked by technological innovation, educational products for every subject can now be found easily. These often promise the world to students and promise to unlock their full potential.  How could one turn such productive products away??  It is fair to say that many of these products lack evidence and rely on pseudoscientific claims as well as anecdotal evidence.  They prey on the anxieties of parents and students desperate to gain the best marks  possible.  There exists a deep lack of rigorous research and oversight in the development and marketing of such products.

So, how can educational leaders and educators navigate this path that is often swarming with pseudoscience? 

We need a concerted effort towards promoting evidence-based, science-backed practices. John Hattie’s Visible Learning is a great go-to resource.  We need to prioritise critical thinking and scientific literacy, equipping educators with the tools to separate fact from fiction within the educational arena.

As leaders, we should push back when necessary, especially when presented with a new idea that is not totally founded on sound scientific principles.  It can be easy to give the approval as waiting for research may take time, many years in fact.  However, the opportunity cost may be detrimental to a student’s education, who only receive one opportunity at school.  

Let’s foster a culture of inquiry and empirical scrutiny within our schools.  This can serve as a defence against pseudoscience.  By embracing the principles of skepticism and rigorous inquiry, we can uphold the integrity of the educational profession and protect the interests of our learners.

Yasir Patel