Big ideas in education: Quantum mechanics and education paradigms

Abstract

Current education paradigms were informed by the classical Newtonian worldview of brain functioning in which the mind is simply the physical activity of the brain, and our thoughts cannot have any effect upon the physical world. However, researchers in the field of quantum mechanics found that the outcomes of certain subatomic experiments are determined by the consciousness of the observer, leading philosophers to propose that the observed and the observer are linked. Quantum mechanics also demonstrates that distant minds may behave in simultaneous correlational ways, in the absence of being linked through any known energetic signal. Further, researchers in this field propose that an external memory space is operating in the human brain, suggesting that this proposed external memory space may be a quantum field surrounding the brain and interacting with other fields, generating a global mental field of information flow. This article proposes that current education paradigms, which have been informed by a classical Newtonian physics worldview may need to be expanded to include a quantum mechanics worldview. The author seeks to understand if, and how, quantum mechanics could inform education practices, theories and paradigms and invites discussion, debate and speculation on the implications this would have for education systems.

Keywords:

• Education paradigms
• quantum mechanics
• quantum worldview
• Newtonian worldview

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kristina Turner

Dr Kristina Turner is a Lecturer in Primary Education at Swinburne University. Kristina is the Course Director for the Bachelor of Education (Primary) and Master of Teaching (Primary) courses. She has worked in a variety of school and university settings. Kristina's research interests are in positive education, teacher and principal wellbeing, pre-service teacher emotional intelligence and consciousness in education. Her current research project is examining the effect of teachers’ use of positive psychology strategies on their wellbeing, teaching practice and students’ learning.