I believe that cognitive development and language are both natural processes, but they cannot fully unfold without social interaction. The biological foundation equips every child with the innate ability to think, communicate, and grow, yet it is the environment—family, culture, and community—that gives meaning and depth to these abilities. In other words, nature provides the potential, but nurture shapes how that potential is realized.

Neuroscience strengthens this view by showing how the brain develops through experience and repetition. It proves that learning is not just abstract—it is physical, embedded in neural pathways. This makes neuroscience a powerful tool for understanding learning and for guiding practices like early intervention and meaningful engagement. However, I stand against the idea that neuroscience alone can explain education. It risks oversimplifying the complexity of human development and ignoring the social and cultural influences that are equally essential.

Therefore, I maintain that while cognitive development and language acquisition are grounded in biology, they become truly powerful only through social and cultural experiences. Neuroscience should be seen not as the sole authority but as one important piece of a broader, interdisciplinary understanding of how people learn.