Of all the conference in all the towns in all the world, what on earth brought us to neuroeducation?

This chapter provides a whistle-stop tour of the major issues and concerns in this meeting of neuroscience and education. The main goal is to draw out what it is about neuroscience that is so beguiling for educators. It may be something as simple as this little syllogism: education is about children's learning; the brain is responsible for learning; and neuroscience (the scientific study of the brain) is fundamental to education. Yet the way learning is instantiated in brain processes, and even more pertinently how the brain develops, and how either relates to the way children are best educated, is more akin to speculation than scientific hypothesis — never mind fact. Be that as it may, it is clear to us that neuroscience will only grow in influence