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Paradigm Inertia: Science of Reading

By Learning-Activist on July 31, 2023 in Artificial Learning, Challenge of Change, Children of the Code, Paradigm Inertia, Predatory Ethic, science of reading, Technology for Learning

You See What Your Knowledge Tells You To See
Paradigms are the mental infrastructures that connect and unify the mental models through which we experience the world. Because paradigms, like religious beliefs, can become so deeply rooted in our identities, they can be very hard to change. Sometimes they are hard to change for scientific reasons, but the most powerful form of resistance is personal, emotional, and thoroughly unscientific. Throughout history scientists and scholars have resisted changing paradigms when their egos, reputations, and incomes depended on defending them.

See post: Paradigm Inertia: Unscientific Learning

(See post: Paradigm Inertia: Oppenheimer)

The same is true for reading science. The unscientific, self-serving, defense of established reading science paradigms is the main impediment to our progress in reading.

Though each side in the so-called reading wars claims to have science on its side, all sides proceed from and defend the same underlying paradigm and its bedrock assumption:

Note: See Paradigm Inertia In Reading Science and Policy – Part 3: Learning Disabled Science (https://rb.gy/b99ai) for a more thorough exposition of the paradigm inertia that plagues scientific thought about reading. See also: How Do Kids Learn to Read? What the Science DOESN’T Say (https://rb.gy/6km5k) for a more thorough exposition of the assumption and a pathway to breaking through it.

cotc, Maladaptive Schema, naep, orthography, paradigm inertia, reading

Paradigm Inertia: Unscientific Learning

Teaching: First-Person Learning is the Method and the Goal

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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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“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

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“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

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