As we know, the physical process of learning consists of the creation of networks of connected neurons (the resulting 'knowledge' is literally the 'connectome' that results). So it should matter a lot to educators how these connections specifically are generated. And no, 'instruction', mostly, has little to do with it. This article drills down into some specific detail on how the whole process even gets started. "Cell surface proteins serve as molecular identification tags to help axons distinguish 'Mr. Wrong' dendrite from 'Mr. Right,' according to the chemoaffinity hypothesis." But topology matters as well; chemoaffinity underdetermines connectivity. According to a (paywalled) paper referenced here, axons treat the 3D problem as a 2D one. "Axons don't need to delve deep. They only need to survey the surface in order to find their target." They demonstrated the process in a pair of preprints with a minor remapping of surface routes that resulted in gay houseflies. "The original partnership inhibits male-male courtship, but the new partnership promotes it."
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