The purpose of this article is twofold. The first objective is to update the traditional craft of education by revising the folk theory of mind that underpins such traditions. This is necessary if we are to develop a new learning science as the cornerstone for the renewal of the education enterprise. The second objective is to highlight the need to know how natural brains operate, acquire and process information and learn, as well as our need to ‘manage’ such knowledge better than we have in the past. My purpose is to outline some general guidelines on how to go about introducing knowledge management into education, and what can be gained by doing so.
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