Instructional Implications of David C. Geary's Evolutionary Educational Psychology

Abstract

David C. Geary's thesis has the potential to alter our understanding of those aspects of human cognition relevant to instruction. His distinction between biologically primary knowledge that we have evolved to acquire and biologically secondary knowledge that is culturally important, taught in educational institutions and which we have not evolved to acquire in modular form, is critical to instructional design. In this article, I outline some of the instructional implications that I believe flow from Geary's theory.