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Paradigm Inertia: Oppenheimer

By Learning-Activist on July 25, 2023 in Adult, Challenge of Change, Maladaptive Schema, Paradigm Inertia, Predatory Ethic, Unhealthy Learning

Oppenheimer’s response to a theory that challenged the foundations of the physics he was known for was to ignore it. In so doing, Oppenheimer exhibited the kind of self-image-defense motive, rather than a scientific truth-seeking motive, that results in “paradigm inertia”.

Paradigm inertia is the resistance to changing paradigms. There are many reasons paradigms are hard to change, some of them are scientific, but the most powerful reasons are personal, emotional, and thoroughly unscientific.

The psychological and economic motives of people whose reputations and incomes depend on their association with a paradigm are at cross purpose with scientifically learning to evaluate a challenge to their paradigm.

For more on “Unscientific Learning” check out Science Historian, William Glen’s study of paradigm inertia in 600 geologists: https://tinyurl.com/28klcvxe

See also: PARADIGM INERTIA IN READING SCIENCE: https://tinyurl.com/28klcvxe

This clip was assembled from excerpts from “Infinite Potential” a documentary about the great physicist David Bohm.

For the documentary see: https://tinyurl.com/y6orc8fk For more on David Bohm’s contribution to our work, see: https://tinyurl.com/246dlefh

learning, Maladaptive Schema, paradigm inertia, transformation

Exploring Differing Assumptions: Science and Reading Science

Paradigm Inertia: Unscientific Learning

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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.

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