Archive | Other Words for Learning

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Re: How Identical Twins Develop Different Personalities

By Learning-Activist on May 16, 2013 in I AM LEARNED, Learning, Other Words for Learning, Uncategorized

Why are you who you are? Re: “How Identical Twins Develop Different Personalities”

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Re: Changes in monkeys’ social status affect their genes

By Learning-Activist on April 20, 2012 in Brain Science, Comments on other sites, I AM LEARNED, Learning, Other Words for Learning

From Brain Mysteries 4-20-12: “We’re seeing that there are a lot of effects of social status on genes, including our own, but we are also seeing that many of the changes aren’t permanent …” Tung said [ lead author Jenny Tung, a visiting assistant professor in Duke University’s evolutionary anthropology department]. This study is “just the tip of […]

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Re: DNA Ain’t Destiny. No Kidding

By Learning-Activist on April 11, 2012 in Comments on other sites, Learning, Other Words for Learning

Re: Wired Science 4-11-2012 DNA Ain’t Destiny. No Kidding “you are — a constant conversation between your genes and the environment, which includes both you and the surrounding world” Yes, it can’t be said enough that genes do not programmatically determine who we become. And, the way you put it is a big improvement over the old dichotomy of nature v nurture […]

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Learning & Intelligence

By Learning-Activist on March 24, 2012 in Learning, Other Words for Learning

Learning (v) is the exercise of intelligence. Learning(n) is the memory-effects of the exercise of intelligence (like muscle-effects result from physical exercise). To whatever degree our intelligences (physical, emotional, cognitive, linguistic, social, spiritual, visual, musical, etc..) aren’t genetically determined, our intelligences grow – extend – adapt – evolve – improve (whatever other word you might prefer) […]

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Other Words for Learning: Neuroplasticity

By Learning-Activist on March 5, 2012 in Learning, Other Words for Learning

Neuroplasticity Noun The state or quality of being neuroplastic, of having a brain that adapts to experience (wiki) neuro- a combining form meaning “nerve,” “nerves,” “nervous system,”used in the formation of compound words: neurology. plastic capable of being molded or of receiving form NEUROPLASTICTY: ANOTHER WORD FOR LEARNING PLEASE… We can’t sustain our efforts without your help. If you think we are on the right track, or even one that should be given consideration, then please help […]

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Other Words for Learning: Evolve

By Learning-Activist on March 3, 2012 in Learning, Other Words for Learning

e-volve v. e·volved, e·volv·ing, e·volves v.tr. 1. a. To develop or achieve gradually: evolve a style of one’s own. b. To work (something) out; devise: “the schemes he evolved to line his purse” (S.J. Perelman). 2. Biology To develop (a characteristic) by evolutionary processes. 3. To give off; emit. v.intr. 1. To undergo gradual change; develop: an amateur acting group that evolved into a theatrical company. 2. Biology To develop or arise […]

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Other Words for Learning: Adaptation

By Learning-Activist on March 3, 2012 in Learning, Maladaptive Schema, Other Words for Learning

a·dapt v. a·dapt·ed, a·dapt·ing, a·dapts v.tr. To make suitable to or fit for a specific use or situation. v.intr. To become adapted: a species that has adapted well to winter climes. ad·ap·ta·tion n. 1. a. The act or process of adapting. b. The state of being adapted. 2. a. Something, such as a device or mechanism, that is changed or changes so as to become suitable to […]

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Other Words for Learning: Growing Up

By Learning-Activist on March 2, 2012 in Other Words for Learning

Grow Up grow: 1. To increase in size by a natural process. 2. a. To expand; gain: The business grew under new owners. b. To increase in amount or degree; intensify: The suspense grew. 3. To develop and reach maturity. grow up: To become an adult. To ‘grow up’, in the way we use it to describe […]

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Other Words for Learning: Acquired

By Learning-Activist on March 2, 2012 in First-Person Learning, Learning, Other Words for Learning

Albert Einstein is often quoted as having said that “Common sense is the collection of prejudices acquired by age eighteen.” What does Einstein mean by using the word ‘acquired’ if not ‘obtained through learning’? Some kind of some machine-like or equally unconscious magical process of internalizing or possessing? Robotically/animalistically choiceless imbibement? Magically/spiritually bestowed? What else could ‘acquire’ mean? In the context […]

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Other Words for Learning: Lifestyle

By Learning-Activist on February 14, 2012 in Learning, Other Words for Learning, Unhealthy Learning

INTERHEART Study: Over 90% of heart attacks (myocardial infractions) can be attributed to lifestyle. America Cancer Society: There is an 82% correlation between lifestyles and cancers. Lifestyle (n.): First used in 1921 by psychologist Alfred Adler for “a person’s basic character as established early in childhood”. Since 1961 the word has broadly meant, “a way or style of living” […]

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It starts with recognizing the fundamental, profound, and capital value of ‘stewarding the health of our children’s learning.’

“I agree. I think everything points in that direction. I think you want to get to a basic set of principles and this is clearly it.” – Dr. James J. Heckman Recipient of the 2000 Nobel Prize in Economic Sciences.

Is there an educational mission that trumps, that is more important than “stewarding the health of our children’s learning”?

“No when put that way”. Dr. Grover (Russ) Whitehurst 2002-2008 Director of the Institute of Education Sciences and Assistant Secretary of Education with the U.S. Department of Education.

Ultimately what’s going to shift the behavior of the country over the long-term is understanding how fundamental this [healthy learning] is to everybody through the economic channel. …We must come up with a way of describing, measuring, and supporting the health of children’s learning. It is the unhealthy learning environments that are the problem.

Yes, that’s the message. That’s the message you’ve got to get across. Arthur Rolnick Senior V.P. and Director of Research at the Federal Reserve Bank of Minneapolis, and Associate Economist with the Federal Open Market Committee.

It’s not that somebody ‘knows’ the current science, because the current science might be wrong. But it’s that somebody knows how to learn about new science, and adapt. It’s also how they learn to adapt to workplaces… how to learn to do something that they had never even thought about doing when they were in school. That’s the key element. Dr. Eric Hanushek Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University.

So then the fundamental intention of our education system must be to use knowledge, skills and experience not just as the end, but as the means through which we’re exercising how well someone is able to participate and become self-extending in learning what they need to learn when they need to learn it.

Precisely.

The Institute for the Study and Prevention of ACQUIRED Learning Disabilities.

“This is critical to the future of our society as a whole! I thoroughly enjoyed the presentation and cannot begin to put into words how powerful it was. The general message (Healthy Learning) being spread is something that everyone needs to hear and understand in order to maximize the learning and success of future generations. The one-day experience was remarkable and unforgettable!” – J. Shirron, Teacher, LodiUSD, Lodi CA

“The most powerful professional development experience I have ever had. This was truly an awakening for me! – Julie Colley Lowery, Education Specialist, Alabama State Department of Education, Special Education Services

“A Mind-Blowing Way to View Learning. While many of us have observed this effect on an intuitive level, it took writer, researcher, and learning activist David Boulton to express the problem of incomplete learning in terms of its devastating effect on kids.” – Patricia Kokinos at ChangeTheSchools.com

“You made a wonderful contribution. The topics have stimulated classroom discussions. We are extremely pleased with the impact made in our community. ALL the comments heard from the registration people, people in our classes this week, table discussion leaders etc. have been positive. You are great. The BIG picture was outstandingly FINE!” – Linda Koehler, Professor of Special Education, University of Central Missouri

“The training was extraordinary! Six months later, conversations are still occurring around thoughts from that event. It was the easiest and best event we have done! Thank you for outstanding professionalism and customer service while delivering dynamic, relevant information and challenge!” – Mary Ashe, Coordinator,The Literacy Connection Project Enlightenment, Raleigh, North Carolina

More comments about PL/PD events
NOTABLE PAST LIVE EVENTS:

Science of Educating Conference – National School Mental Health Association – 21st Century Learning Initiative – World Futurist Society – PBS: New Science of Learning – Future of Learning Keynotes for Apple – New American Schools Design Team – National Technological University – California Education Summit – Dalian Medical University (China) – International Dyslexia Association – Nebraska School Psychologists Association – South Carolina Education and Business Summit – Scientific Learning’s National Circle of Learning – Lindamood-Bell Conference – Carus Foundation – Contra Costa Literacy Coalition – Convocation for New Britain Schools – Burnaby School District – JP Associates – University of Greenville SC – ACE of Florida – Michigan Council for Exceptional Children – Florida State Literacy Coalition – United Way – Rotary International – National Center for Family Literacy – Fundamental Learning Center – Wyoming State Education Leadership

“After listening to David Boulton, who explained and played several video interviews in his (National Circle of Learning Conference) keynote address, it was as if the pieces of the puzzle magically appeared and fit into place.” – N. Schmidt, Trainer, Onondaga Cortland Madison County BOCES, Syracuse, New York

“Clear explanations that do not focus on the blame game but work toward solutions. This was a tremendous awakening! This much needed information must be spread to the masses!” – B. Smyzer, Educator

“You are doing a great service – you are a voice crying in the wilderness about a problem that is very real right now & is only going to get worse (given the ongoing demographic changes of the US) AND you are presenting the way to help (rather than just admiring the problem!) you’ve done (& continue to do) outstandingly well!!! good show! good work!” – Dr. B. Stone, Psychologist, Kansas

Archive | Other Words for Learning

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