- Sep 2023
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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Recent work has revealed several new and significant aspects of the dynamics of theory change. First, statistical information, information about the probabilistic contingencies between events, plays a particularly important role in theory-formation both in science and in childhood. In the last fifteen years we’ve discovered the power of early statistical learning.
The data of the past is congruent with the current psychological trends that face the education system of today. Developmentalists have charted how children construct and revise intuitive theories. In turn, a variety of theories have developed because of the greater use of statistical information that supports probabilistic contingencies that help to better inform us of causal models and their distinctive cognitive functions. These studies investigate the physical, psychological, and social domains. In the case of intuitive psychology, or "theory of mind," developmentalism has traced a progression from an early understanding of emotion and action to an understanding of intentions and simple aspects of perception, to an understanding of knowledge vs. ignorance, and finally to a representational and then an interpretive theory of mind.
The mechanisms by which life evolved—from chemical beginnings to cognizing human beings—are central to understanding the psychological basis of learning. We are the product of an evolutionary process and it is the mechanisms inherent in this process that offer the most probable explanations to how we think and learn.
Bada, & Olusegun, S. (2015). Constructivism Learning Theory : A Paradigm for Teaching and Learning.
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- Apr 2023
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reimaginedschools.com reimaginedschools.com
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at the targeted level
This is quite important. Success is achieving the goal. If the goal is unattainable, then so is success.This is how we set students up for failure.
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The goal of this progression is to build up gradually, with each step building on the previous one,
This may benefit from adoption of SOLO and simplification of the rubric model.
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progression starts with Beginning, where the student tries to write a conclusion
Resembles SOLO, though the rubric is wordy and includes a lot of subjective descriptors. Each level is distinct and adds a level of complexity to the previous level. "Expert" clearly aligns with SOLO extended/abstract level. Levels are not clearly linked to levels of cognitive function (uni / multi structural / relational, etc.)
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- Sep 2018
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www.mnemotext.com www.mnemotext.com
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But in this brightest and kindest world, the philosophical problems themselves become intimidating. A mind that stays at the same capacity cannot live forever; after a few thousand years it would look more like a repeating tape loop than a person. (The most chilling picture I have seen of this is Larry Niven’s story “The Ethics of Madness.”) To live indefinitely long, the mind itself must grow … and when it becomes great enough, and looks back … what fellow-feeling can it have with the soul that it was originally? The later being would be everything the original was, but vastly more. And so even for the individual, the Cairns-Smith or Lynn Margulis notion of new life growing incrementally out of the old must still be valid.
This idea that the mind must continuously and infinitely expand is the essence of progression and, seemingly, immortality. As humans, we are constantly growing whether its physically, mentally, emotionally. We are constantly learning and progressing while shedding some old ideas, thoughts, behaviors, attitudes, perceptions to become better and more than we once were as individuals and humanity as a whole. It is possible for humans to evolve later into beings that can grow in all aspects, but it is difficult to say that humans could do so in order to breach our minds' capacity and go beyond to reach infinite knowledge and infinite life itself. We are limited by human condition and always capable of more; however, no more matter how much we creep upon it, the infinite will always be out of reach.
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