I recently wrote about the relatively new advances in education that are informed by parallel advances in neuroscience, and in particularly in brain development. I also pointed out the risks of misinterpreting or selectively choosing (‘cherry picking’) certain neuroscience research findings to support certain educational initiatives. In a recent article The Guardian further explores this issue. The article reports a recent proposal to United Kingdom’s Association of Teachers and Lecturers to disseminate to teachers information on how neuroscience can be applied to the classroom. Pete Etchells, the author of the article in The Guardian, raises valid cautionary points regarding proposals such as this.