Why Are Educators Ignoring the Science of Learning?

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Welcome to Viewpoints, the podcast where we dig beneath the headlines to challenge assumptions and explore ideas that shape our society. In this episode, host Sean Rasmussen sits down with Steven Reich, a PhD student in educational policy at the University of Toronto’s Ontario Institute for Studies in Education (OISE), for a frank and eye-opening conversation about the state of our schools.

Why has education become a political battleground, and what gets lost when we shift the focus away from students themselves? Steven shares his unconventional path from law to education research, and unpacks how educational policy, trends, and fads filter down from academia and government offices into the classroom—often with negative consequences. From the rise and pitfalls of whole language reading instruction, to imported American ideologies like critical theory and DEI (diversity, equity, and inclusion), Steven argues that our schools are swept up in untested trends, sometimes at the expense of proven approaches based in cognitive science.

We’ll hear why evidence-based, direct teaching methods are often sidelined in favor of more political or philosophical trends; what actually works for helping students learn to read and think critically; and how education policy too often reflects ideological orthodoxies rather than the needs of students, teachers, or families. Steven offers a candid, at times provocative perspective on what’s broken—and what it will take to get back on track.

Whether you’re a teacher, parent, policymaker, or simply curious about the forces shaping Canadian education, this is a conversation you won’t want to miss. So settle in, and get ready to hear a side of the education debate you rarely get from the mainstream.

About the Guest

Stephen Reich is a former lawyer and current PhD student. His research concerns education’s capture by an ideological but evidence-poor Critical Theory, at the expense of cognitive science-informed best practices to effectively, efficiently, and equitably impart children with humanity’s most consequential knowledge and skills accumulated to date, necessary for both future innovation, and responsible participation in adult society. Stephen’s upcoming doctoral research will examine the ideological underpinnings of teacher-training in Ontario and whether it is designed to prepare teachers for the reality of classroom teaching. Stephen is a co-chair of University of Toronto’s Heterodox Academy and a member of the organization’s national executive. Apart from his work in educational policy, Stephen is a former actor, and current choral director, vocalist and musical arranger.

Overview

Here’s a comprehensive sequence of the main topics covered in this episode of Viewpoints, along with sub-topic bullets under each primary topic:

1. Introduction to Educational Policy as a Political Battleground

Education’s shift from a technical to a highly politicized matter
The culture wars and competing societal visions for education
Importance of focusing on students’ needs and system effectiveness

2. Steven Reich’s Background and Path to Educational Policy

Previous career as a legal research lawyer
Impact of technology and AI on the legal profession
Personal motivations: observing his son’s education and a lifelong interest in learning
Experiences as an actor, singer, and choral director influencing his views on learning and teaching

3. Philosophy and Approach to Educational Policy

Commitment to non-partisanship and evidence-based positions
Willingness to change opinions based on evidence and discussion
Critique of ideological rigidity in educational debates

4. The Structure of Educational Policy and its Flow into Classrooms

Relationship between educational researchers, ministries, teachers, and universities
Feedback loops in policy creation and implementation
The interconnected roles of ministries, academic journals, and teacher preparation programs

5. Examples of Policy Influence on Classroom Practice

How American educational fads are imported into Canada’s system
Influence of concepts like Diversity, Equity, and Inclusion (DEI)
- Origins of DEI in critical theory and its theoretical underpinnings
- Difference between the civil rights tradition and critical theory’s approach
- How these policies are implemented vs. their original intentions
Anti-human trafficking policy as an example of non-traditional educational focus

6. Discussion of Teaching Methods: Whole Language vs. Cognitive Science-Based Learning

Overview of the shift from phonics to “whole language” and “balanced literacy” approaches
Consequences for student literacy rates and labeling of learning disabilities
Science of reading and critique of project-based, inquiry-based, and self-directed learning fads
The Ontario Human Rights Commission findings on literacy methods and their implementation

7. Rote Learning, Memory, and Critical Thinking

Defense of rote learning as a crucial building block for knowledge
The necessity of foundational knowledge for later critical thinking
Common misunderstandings about teaching critical thinking without content mastery
Presentism and the need for historical and cultural context in education

8. History and Spread of Critical Theory in Education

Origins of critical theory: neo-Marxism, postmodernism, civil rights, and separatist movements
How critical theory and related ideas have become educational fads
Specifics of academic and policy influences from the 1960s onward
Evolution of multiculturalism vs. critical theory/identity-based approaches in Canadian education

9. Evidence, Testing, and Lack Thereof in Educational Theory Adoption

Lack of empirical testing for new educational ideas such as intersectionality or identity pedagogy
Examples from U.S. research on critical pedagogy and its unintended consequences
The gap between policy rhetoric and real effects on achievement and inclusion

10. The Disconnect Between Official Policy, Teacher Preparation, and Classroom Realities

Descriptions of what faculties of education teach versus what cognitive science recommends
The persistence of inquiry/project-based methods despite lack of evidence
Role of individual teacher autonomy and resistance
Impacts on students: overburdened parents, ineffective learning, and rising functional illiteracy

11. Teacher Experiences and Institutional Culture

Experiences at OISE and within teacher education programs
Culture of conformity and reluctance to challenge orthodoxy
Heterodox thinkers and the difficulties of voicing dissent
Importance of asking operational/mechanistic questions about real classroom practices

12. Multiculturalism, Identity Politics, and Social Justice in Education

Contrasts between past Canadian multiculturalism and imported American race/identity frameworks
Challenges in applying “culturally relevant pedagogy” in practical classroom settings
Conceptual confusions around identity, oppression, intersectionality, and their educational usage

13. The Purpose of Education: Competing Philosophies

Critical theory’s vision: awakening students for social change and revolution
Cognitive science/professional approach: imparting consequential global knowledge and civic responsibility
Challenges in defining “social justice” and appropriate educational goals

14. Political and Practical Solutions for Reform

Arguments for evidence-based, cognitive science-driven education
Possibilities and pitfalls of change from within vs. political/parent-driven reform
Proposals for educators and parents to run for school boards on evidence-based platforms
The need for transparency and public debate about educational priorities

15. Closing Thoughts and Next Steps

The importance of professionalizing teaching and protecting classroom time for direct instruction
Encouragement to challenge the status quo and seek better, pragmatic solutions
Invitation to connect with Steven Reich and continue the conversation

This structure captures the episode’s depth and flows from personal narrative to philosophical discussion, empirical critique, and potential paths forward in educational reform.