In today’s labor market, there is increasing talk of “human capital,” with companies investing in employee development, well-being programs, and modern learning tools. Yet the key to understanding why some people learn quickly and with enthusiasm—while others lose motivation and give up—lies much earlier, in the way our brains function. Neurodidactics, a field that connects neuroscience with education, shows that a child’s brain learns in ways very different from what traditional schooling has long assumed.
Stress during exams doesn’t build knowledge—it raises cortisol levels. Boredom in the classroom isn’t trivial—it acts as an amplifier that weakens neural development. Placing excessive demands on an immature brain doesn’t toughen it—it destroys talents before they have the chance to flourish. Even seemingly neutral words can disrupt the entire learning process—because the brain doesn’t respond well, it can cause real harm. In this light, the discussion about “human capital” takes on a completely new meaning. Education is not an abstraction—it is a concrete investment in neural networks that can either be developed for the future or left to deteriorate.
Education should not be reduced to curriculum reforms or ticking boxes on a syllabus. It requires creating the conditions in which the brain naturally wants to learn: through simplicity, collaboration, emotional engagement, healthy risk-taking, and space for individual growth. This kind of environment is the true foundation of the labor market. It is what will determine whether we raise leaders who can drive business without losing sight of what matters most—knowledge that is both useful and functional.
Unfortunately, too many schools in Poland ignore these findings—and we are all paying the price. At Benjamin Franklin Primary School Number One in Warsaw, we have made neurodidactics standard practice. All our teachers are trained in this approach and apply methods that strengthen students’ individual abilities. Every child learns differently and requires different conditions—including the freedom to take risks. This is not a cost—it is an investment in the future, in the people who will help shape business a decade from now.
Knowledge about the developing brain is now within reach. And while it may sound paradoxical, the principle is simple: the way we teach children today will determine the added value the labor market enjoys tomorrow.

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