Throughlines and Faultlines

The Science of Learning Taxonomy by Benjamin Riley
Substack, August 17, 2026

Blogger and journalist Benjamin Riley is likely a well-known figure for those who follow discussions of AI and cognitive offloading (not to mention his recent exposeés on Alpha School), but his original beat was more focused on the science of learning (SOL) at his well-regarded site, Cognitive Resonance. In this exhaustive piece, Riley offers a useful, fascinating “taxonomy” of the science of learning. Even with his up-front caveats that this framework represents his “individual perspective,” the overview is an incredible primer on the various throughlines and faultlines in an emerging, complex field. Riley organizes his piece around identifying the main assumptions, nuances, key figures, and critiques of each “camp” within the science of learning. In doing so, he explores the affinities and disjunctures between approaches that fall under this expansive heading while also exploring some of his own analysis of the strengths and weaknesses of each. For example, in discussing neuroscience-grounded science of learning, he claims that he doesn’t “think teachers need to know much of anything about how the brain functions.” He’s also uniquely attuned to “grifters” and others who exploit the claims of “science” to promote approaches that are not actually research-based or, in his view, all that effective. Riley also takes apart some of the EdTech hoopla around so-called science of learning-infused platforms and products. All of this is aligned with a goal shared by teachers and school leaders, especially Klingbrief readers: helping to keep the discussion focused on what tools and approaches might best support student learning.