There have been a number of calls for a 'dialogue' between neuroscience and education. However, 'dialogue' implies an equal conversation between partners. The outcome of collaboration between neuroscientists and educators not normally expected to be so balanced. Educationists are expected to learn from neuroscience how to conduct research with academic rigour, while neuroscientists are expected to learn which aspects of their work are of most interest to practitioners in the classroom. The purpose of this paper is to suggest that a dialogue would involve, at the very least, redressing the balance between neuroscience and education, and that neuroscience might have more to learn from education than the other way about. The argument draws on a range of published material that examines the possible connections between neuroscience and education, as well as some of the popular representations of neuroscience in the mass media. Particular reference is made to the special issue of Educational Research on neuroscience and education published in 2008. Neuroscience is contentious, tentative and based on inferences that are less than certain, and consequently is as influenced by opinion as educational theory is. Because these features of neuroscience are hidden, it is difficult to advance a critical dialogue. A dialogue between neuroscience and education has not been promoted so long as it has remained in the hands of neuroscientists. It is time to try putting the arrangements for discussion in the hands of educationists and making neuroscientists face some tough questions.