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.

How painfully true this may have been in 1899, it's now much worse in 2023!

Specialization of knowledge tends to fit the lifeways of the people who hold and maintain it. Changing lifeways means one must lose one or more domains and begin using or curating different domains of knowledge.

In a global world of specialization, humans who specialize are forced to rely more heavily on the experience and veracity of those around them who have also specialized. One may be able to have a Ph.D. in astrophysics, but their knowledge of the state of the art in anthropology or economic policy may be therefore utterly undeveloped. As a result they will need to rely on the knowledge and help of others in maintaining those domains.

This knowledge specialization means that politicians will need to be more open about what they think and say, yet instead politicians seem to be some of the least knowledge about almost anything.

This is just the start of a somewhat well-formed thesis I've developed elsewhere, but not previously written out... more to come...

Advice around .io domains

.io domain name

Jarecki, J. B., & Wilke, A. (2018). Into the black box: Tracing information about risks related to 10 evolutionary problems. Evolutionary Behavioral Sciences, 12(3), 230–244. Retrieved from: https://psycnet.apa.org/doiLanding?doi=10.1037%2Febs0000123

This article discusses visual, auditory, and kinesthetic learning styles and the importance of communicating in ways that appeal each style. It then outlines what this means for the Instructional System Design (ISD) model. The author concludes by outlining learning outcomes, organization, interactive instruction, and content versus connection versus application. The author proposes that "good instructional design is based on the industry-standard Instructional System Design (ISD) model" (p 5).

Rating: 7/10

This website provides several examples of domains adults may learn in or engage with. By clicking on each type, you are redirected to a detailed description of the domain. Descriptions include, but are not limited to, definitions, theories and research behind the topic, and real-world examples. You can also find references used in the description, which can be helpful for further exploration. This InstructionalDesign.org website also provides extensive lists of learning concepts (i.e. motivation, personalized learning, storyboard, etc.) and theories (i.e. Adult Learning Theory, Social Learning, Constructivism, etc.). Each learning theory link provides a theoretical definition, applications, examples, key principles, references, and related websites. Rating 10/10.

The Northwest Center of Public Health Practice's toolkit title "Effective Adult Learning: A toolkit for teaching adults," is . a highly comprehensive resource for instructional design for adult learning instructors. Sections include course or training design, objectives of adult learning, various tools to help in the process of course design, and brief overviews of adult learning methods and theory. The embedded section review charts make it easier for quick references. Rating: 10/10

I like the point about limits. I have encouraged people in the past to set up their own domain, only to have them get annoyed when they decided to stop turning up.

If people do not see the limits of spaces such as WP.com or Edublogs, then maybe they are fine? They are still afforded some choice and can upgrade at a later point if they wish.

Maybe the idea of a 'long run' is a better way of appreciating big B blogging?

I like the idea of 'choice' over 'ownership'.

I find this a really interesting point about polish. When I think about the possibility of students owning their own site, do they have control over this? They are often forced to wear a set uniform, does the same mindset apply with DoOO?

I always feel conflicted by the notion of 'ownership'. There is still a dependency on others for infrastructure, such as hosting. I wonder if a 'lease' is a better metaphor, as it feels like more than renting.