Learning beyond rote is nurtured by building and investigation, and by representing ideas and relationships in a variety of relevant ways. Such learning is supported by discussion that values evidence, usefulness and originality. It also requires time that isn't fragmented into impractical bits and pieces. Teachers need to be involved in shaping innovation through ongoing discussion and planning, empowered by a significant influence over decisions. Change must be systemic at least to the extent that innovations are shielded from contradictory practice or policy.
Education is an art that incorporates science.
As educators, we should use science to make us aware of possible choices and to enlighten our observations and thinking. Real science encourages originality and invention in its application, but does not provide fixed lists and uniform prescriptions about how to do things. Public discussion of education often seems to assume that we all know what education is. I believe that this is a sad and wasteful fallacy. Our society has greatly shortchanged the value of a science of education, and has neither consistently nor adequately supported educational research.