Education, in epistemological terms, presents an arena in which the development of knowledge and its transmission frame fundamentally distinct assignments: in social contexts knowledge exchange is prioritised to equip individuals as knowers; in theoretical contexts, an understanding of knowing as a state of mind is the primary objective. Distinguishing between education and its institutionalised product –the school–, this paper reviews the notion that today's modern classroom settings limit the applicability of neuroscience research by focusing on equipping individuals as knowers. In contrast, educational research has become increasingly grounded in brain sciences, with future premises examining artificial intelligence technologies (AI) targeted at enhancing learning and memory based on an understanding of the nature of knowing. Taking into account this bifurcation between education and school, this paper examines how the paths of educational, neuroscience, and AI research cross beyond school-enabled learning. This is contemplated across three sections. The first section examines the historical basis of the bifurcation between education and schooling. The second reviews the potential impacts of current neuroscience knowledge on educational implementations. The third discusses how and why neuroscience and AI technologies could be pertinent to educational discourse in the future.

用认识论的观点，教育提出了一个领域，在这个领域中，知识的发展及其传播框架从根本上是不同的任务：在社会背景下，知识交流被优先考虑以使个人具备作为知识者的能力；在理论上，了解知识是一种心态是主要目标。区分教育与其制度化的产品–学校–，本文回顾了这样一个概念，即当今的现代教室设置通过专注于装备个人作为知识者来限制神经科学研究的适用性。相反，教育研究已经越来越多地建立在脑科学的基础上，未来的前提是研究人工智能技术（AI），该技术旨在基于对知识本质的理解来增强学习和记忆能力。考虑到教育与学校之间的这种分歧，本文研究了教育，神经科学和AI研究的路径如何跨越学校支持的学习。这可分为三个部分。第一部分探讨了教育与学校分叉的历史基础。第二部分回顾了当前神经科学知识对教育实施的潜在影响。第三部分讨论了神经科学和AI技术在未来如何以及为何与教育话语相关。