Ideas about adolescent brains and their development increasingly function as powerful truths in making sense of young people. And it is the knowledge practices of the neurosciences and evolutionary and developmental psychology that are deemed capable of producing what we have come to understand as the evidence on which policy, interventions and education should be built. In effect these discourses reduce young people to little more than a brain in a jar. The paper examines how the evidence about adolescent brains - their volume, and the functioning and activity of different regions - from neuroscience and evolutionary and developmental psychology works as truth. What knowledge practices are used to produce this evidence, or are deemed capable of producing this evidence? What truth claims are able to attach to this evidence? What makes it true and why is it imagined as evidence of something that is true in policy, public and other research settings that are often far removed from where it was produced? I argue that the discourses of adolescent brain development disembody, reduce and simplify the complexities of these figures we know as adolescents. In effect they render the adolescent as a brain in a jar.
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