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Re: WSJ: The Ultimate Learning Machines

By Learning-Activist on October 15, 2019 in Artificial Learning, Brain Science, Challenge of Change, Children of the Code, I AM LEARNED, Maladaptive Schema, Unhealthy Learning

Alison Gopnik has an important new article in the Wall Street Journal called “The Ultimate Learning Machines“. I recommend it, and I would add…

The Ultimate Learning ~~Machines~~ Beings

Human babies are the most powerful learners in the universe. So much so that state of the art machine learning is now learning from them. What happens to the off-scale learning potential of human babies? How do these phenomenal learning beings become members of our learning-disabled population? They learn to.

HUMAN BABIES ARE THE MOST POWERFUL LEARNERS IN THE UNIVERSE UNTIL THEY LEARN NOT TO BE.

Have you ever met a toddler who gave up on learning to walk?

Initially human infants have total faith and trust in their learning. They aren’t conscious of this trust, it’s tacit and innately couldn’t be otherwise. As they grow up (learn up) Children learn to lose faith in their learning, they learn to distrust their ability to learn their way through the challenges they experience.

One of the biggest reasons why so many children learn to distrust their learning is that (comparatively learning-disabled) human adults insist on training their brains to perform like machines (using an archaic and buggy information technology we wouldn’t let any machine run).

A.I., being in the the brain, learning, unhealthy learning

Paradigm Inertia In Reading Science and Policy – Part 3: Learning Disabled Science

Our Future Depends on How Well We Learn Together

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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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“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

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