Abstract
The research fields of cognitive neuroscience and education are often criticized because of the gap that separates them. In the past 20 years, many actions have been taken to bridge this gap; advantages and criticisms of these efforts have been observed. Only some changes could be documented, and they were not sufficiently commensurate with the efforts. To overcome these limitations, a different metaphor is outlined, consisting of a common field that should be cultivated by scholars operating from both perspectives. The new metaphor moves the perspective from “what is missing” (the bridge) to an existing field that requires concrete actions to be taken. The proposal details which topics from the two disciplines should be considered relevant when cultivating the common field. Then, based on the metaphor of the common field, real-life suggestions about how to develop these competencies are proposed, and recommendations for further actions are provided based on sustainability principles. The utilization of school psychologists (namely, their transition to educational scientists) and the introduction of optional stages and in-tandems involving cooperation between existing university courses in education and neuroscience are seen as feasible interventions. This change in vision is expected to drive further actions toward more effective cooperation between cognitive neuroscience and education.