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December 1, 2012 / compassioninpolitics

Calling out Philosophical BS

1. Paradox of celebrating diversity and decrying it on the other hand. The challenges of diversity make life interesting & meaningful (ask Chik. Mahali)
2. Imagination is real–its not entirely elusive.
3. Language is powerful–it does stuff in the world
4. Gut check/Pepsi Challenge moment–they haven’t abandoned it.
5. Philosophers still give grades and expect ethical behavior in their classes. Nietzschians would lose at the university & end up in jail.
6. The absolute objective in law would make progress difficult & meaningless (or less meaningful). The quest is important. (aka narrative)–evolution & development psych & education.
7. Language itself is a blessing. (we even have a category of experience known as hope)
8. Different schemas help solve different problems.
9. We’re not robots.
10. Our communication & minds are fascinating and amazing. Miracle-like.
11. That we are lost on a map, doesn’t deny the destination. In fact–thats why the destination is important.
12. Middle ground (radical constructivism bad)
13. Reality in flux–still hard facts like formulas. Math & universals.

My 4 part concept:
Emotion/Schemas/Actions/Agents….explain why reflection is important….you are triggering them.

We’re predisposed for language.
Kantian inborn knowledge.
Are we blank slates? No
Profoundness of marriage act. Agreement of significance.
Biology isn’t the last word–we need something more (we’re educators)

What can AI model? Character, thinking models, etc…
Concept maps in psychology (typical & defining feature….unpack…..)/Levels of knowledge & categories. Related–concepts linked. (concept linking obviously key to persuasion)
Knowledge in center. (example). Long term memory. Also trying to understand students–diagnostic tool.
Schema!
Not of scattershot of information….connect up the dots in a coherent way. Not just listing…but meaningful connections. meaningful connections = schemas.
(semantic networks & spreading activiation model)
Educators are schema builders. Different schemas. Different schemas help solve different problems.
“You sit down….you let me do the talking.”

Prime ideas & energize & spreading activation (motivated, pay attention, & remember). Describe to me what you’ve seen about flowers….
Schema = interpretive framework (Bartletts study of memory) Book called Remembering
Story logic of west & east are different (distort so more like their point of view) [change is slow]
Functional way of looking at the world. Ideally….several ways of looking at the world.
Prior schemas can close our minds to things.

Schema change
-Accretion (little by little–rust)
-Tuning (getting rid of errors–weed out the faulty ideas)
-Restructuring (most profound–ie class in HS or college) change how you look at the world or my life or a domain. fundamental shift/restructuring of way see the world
experienced a conversion–shift fundamentally.
Teaching as schema busting [get rid of non-adaptive ways of looking at the world]
Realm theory (build the theory further–identity & flexibility)

The mind constructs knowledge. Combining realism & idealism
Mind interprets experience (its constructed–knowledge is a human construction–or furniture in a room–its a fabrication or artifact)

Later part = notes from Michael Martinez on education/knowledge theory
Human artifacts can always be improved–learning has no limits (our job will never be done–either as humans or civilizations)

Naive. what i know about the world is how it is….
Another extreme: radical constructivism (NK–get some critique on this)–great consensus in the middle.

Is constructivism a theory of the learner or the theory of the teacher? Theory of learning is more flexible.
Direct instruction vs. constructivist. (makes an argument for more constructivist–but making terrible assertions of Kindergarden)
What we want to do….Sharpen your ideas!!!
Connected to the “realities”
Reject some of the similities of constructivist.
Visualize. “Imagine the the moons and in motion.”–movement. (runnable mental models–is movement)
Misconceptions & naive theory….(novice vs. expert learner)
ie. Carbon creates biomass.
Tacit knowledge–unspoken. (tacit communication of class dismissed). Nonverbal cues. Non-verbal communication. Silent communication. Body movement.
High sense of high quality (ie wine conossouir) zero articulate–still really important.
Immersion leads to expertise (creates implicit & explicit). Ways of interacting. Norms. What constitutes success? (emotionally too)
Tacit knowledge is hard to test. VERY important.

[NK. this accretion-tuning-restructuring mirrors attitudes, beliefs, and values)

Note 1, Reeves “Kyllonen and Shute (1989) have proposed a taxonomy that represents the spectrum of internal states with which cognitive psychologists are concerned. Their taxonomy begins with simple propositions (e.g., stating that Japan sells more electronic products than any other nation), proceeding through schema, rules, general rules, skills, general skills, automatic skills, and finally, mental models (e.g., analyzing the potential of a trade war between Japan and the United States based on an analysis of balance of trade trends). The latter type of knowledge seems particularly important because mental models are the basis for generalizable problem-solving abilities (Halford, 1993).”

http://tonyforster.blogspot.com/2008/02/problem-solving-creating-runnable.html

http://mentalmodelassessment.org/mental-models/

mostly for HCI:

http://www.lauradove.info/reports/mental%20models.htm

Theorys of learning in the context of culture, social, & artifacts (at our disposal):
• Appreciation of culture can teach us about knowledge. Anthropology.
• Shared knowledge, goals, and skills.
• Whats available in culture? The individual mind plus many other thingsa
• Situated cognition
• Jeffrey Sachs. Street vendors in Brazil. (organically connected to what they were doing)
Abstract knowledge constructed vs. situated knowledge (classroom knowledge situated for the exam)–don’t want that to happen. Real purpose, real culture, and real context.
Knowledge is strongly associated with the contexts and conditions of learning.
Situate it in multiple. Use them. Practice. Consumer decision-making. Budget.
Lets make it real–not a single specific use. Situate it multiply (NK why not do abstract & situated & reflection)

Psychologist Carl Brider??? Lectures and tests don’t get it all–they can go a long way–but not everything.
[NK Morbid obessee nutritionist--its hypocritical, not very authentic--although certainly the heros journey]

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