Eight Issues for Learning Scientists About Education and the Economy

Abstract

Linking research to a compelling societal interest can build financial commitments to research, bring increased attention to findings, and grow support for scaling up impacts. Among many compelling societal interests that learning scientists can cite—such as increasing the quality of life, preparing citizens to make decisions in a complex world, and enhancing social cohesion among a diverse population—economic competitiveness is a compelling societal interest that resonates broadly among stakeholders. Indeed, it is now somewhat common to introduce learning sciences research, as in the Cambridge Handbook of the Learning Sciences and the U.S. National Education Technology Plan, by citing economic rationales. Despite the utility of evoking a potential link between learning research and economic competitiveness in the minds of broader audiences, learning scientists engage in rather little critical discussion of whether such links are meaningful and empirically sound within their own programs of research. This article seeks both to problematize conventional wisdom about links between learning sciences research and economic growth and to suggest possible directions for future research aimed at discovering stronger links. Because the issues are complex, we do not reach firm conclusions. Rather, this article seeks to spark a discussion within the field.

ACKNOWLEDGMENTS

We thank Hank Levin, Norton Grubb, David Stern, and Eric Bettinger for their collaboration with us and their help in understanding the economics viewpoint. Carl Bereiter, Allan Collins, Eamonn Kelly, Robert Kozma, and Marlene Scardamalia contributed important insights from the learning sciences perspective. We also gratefully acknowledge the insightful commentary of the reviewers, who provided balanced perspective and thoughtful critique. This material is based in part on work supported by the National Science Foundation under Grant 0703993. Any opinions, findings, and conclusions or recommendations expressed in this material are our own and do not necessarily reflect the views of the National Science Foundation.