#EdReform

A significant new wave of research and analysis is reshaping the debate over educational standards, following mounting evidence that the Common Core—a sweeping U.S. reform once heralded as a solution to persistent achievement gaps—has fundamentally failed to deliver on its promises. Recent studies urge policymakers in Thailand and across Asia to look closely at how brain development science should inform what, when, and how students are taught, warning of the dangers of imposing one-size-fits-all benchmarks that ignore children’s natural cognitive growth.

A state education official in Oklahoma is under intense scrutiny after revelations surfaced that, while mandating the display of Bibles in public school classrooms, he allegedly kept nude photographs on his work computer. The growing scandal raises profound questions about educational leadership, the role of religion in public schools, and the standards to which public servants are held. For Thai readers, this controversy invites comparison with Thailand’s own debates about moral standards in educational policy, the separation of personal conduct from professional responsibility, and religious influence within state institutions.

A wave of fresh scientific insight is reshaping how educators, parents, and society at large understand intelligence—not as a fixed trait, but as an adaptable, multi-dimensional capacity that can be nurtured across a person’s lifetime. Drawing from recent research published in Psychology Today and the seminal work “Tenacity in Children,” experts now argue that intelligence, far from being etched in stone, is instead an evolving skill—a product of both genetic wiring and environmental influences—that can be cultivated through focused strategies in school and home environments (Psychology Today).

A new international brain imaging study has shed light on how sudden moments of insight—often called “aha! moments”—not only feel exhilarating, but also play a profound role in reshaping the brain and boosting memory. This research, led by neuroscientists from Duke University in the US and Humboldt and Hamburg Universities in Germany, provides compelling evidence that these flashes of creative discovery strengthen learning and may have important implications for educational practices, including those in Thailand (medicalxpress.com).