What is the relationship between the emerging fields of cognitive science and neuroscience and the practice of education? How can insights from these interdisciplinary areas inform our understanding of learning, teaching, and curriculum design? In this groundbreaking book, Alfred Stafford Clayton offers a provocative and original synthesis of recent research on the human mind and its implications for education. Drawing on examples from diverse fields, such as mathematics, language arts, and social studies, Clayton demonstrates the power of an emergentist perspective for transforming education in the digital age. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.