The brain's attention networks evolved to prioritize novelty and downregulate processing of predictable stimuli. Static environments deprive neural systems of the variation required for sustained engagement, accelerating habituation processes that impair the attentional and memory mechanisms foundational to learning. This paper proposes that when features of learning environments remain unchanging, whether physical surroundings, instructional patterns, assignment structures, social configurations, or curricular organization, established mechanisms of neural habituation and synaptic downscaling documented in laboratory and animal studies extend logically to educational contexts, where learning and memory are not peripheral concerns but the central function. Because education operates fundamentally through these cognitive processes, evidence that environmental repetition impairs attention allocation and memory consolidation constitutes evidence that educational outcomes are affected, not by analogy but by definition. This framework examines how environmental repetition creates barriers to educational goals through attention habituation, default mode activation, memory consolidation dysfunction, and neural decline, while acknowledging competing evidence that environmental consistency may enhance focus under certain conditions, a tension this paper addresses through duration and intensity as moderating variables. These mechanisms are well documented in controlled research; their specific manifestation in educational settings remains an empirical question this paper frames through testable predictions.
Maxwell Jackson Harrell (Mon,) studied this question.