Written as a pointed corrective to what Claxton sees as the oversimplification of cognitive science in education debates, this blog-format piece argues that there is no single “science of learning” — only a contested, multidisciplinary field. Claxton takes direct aim at the dominance of cognitive load theory and information-processing models, arguing that they ignore the emotional, social, embodied and cultural dimensions of learning that matter in every classroom. He contends that “good teaching” cannot be reduced to a single method, and that relentless explicit instruction may actively undermine the development of curiosity, independence and intellectual character. A counterpoint to knowledge-rich and explicit instruction advocates, this piece is essential for understanding the genuine tensions in the field.