What we call their improficiencies are ours. Proficiency stats are mirrors that say more about our proficiency in stewarding their learning than they say about their capacity for learning.
In response to a Harvard University release summarized by Brain Mysteries: Re: Wiring the brain, through experience Whether our brain’s ‘wiring’ starts minimal and extends through learning or starts maximal and is pruned by learning is less important to our common understanding than ‘getting’ that (to a profoundly significantly degree) our brain’s wiring is learned.
This is in response to David Roberts’ article: “Getting used to being in charge of the planet” David Roberts (DR): “the decisions made by people alive today will determine the fate of life on Earth for centuries to come” Yes. And, it’s always been true that what each generation profoundly affects the generations that follow. The […]
Re: Kids’ Cognition Is Changing—Education Will Have to Change With It (The Atlantic 2-29-12) Real educational reform must start with reforming the very mission of education. In the face of the ever increasing rate of techno-social-workplace changes taking place we have to stop assuming that ‘what we think children should learn is more important than […]
Re: Greg Laden’s Blog: Modern Neuroscience Verifies a Peircian Idea Interesting reference to a recent paper in Neuroscience related to the role of long-term memory in orienting attention. It offers an interesting paradigm that is related to our interest in the ‘cycle of engagement’ that enables and constrains learning.
The post asks: Will the science of the brain give us new ways to engage with kids to improve their chances for lifelong learning? My response: No doubt brain science can provide us valuable information about the difference between brain ‘healthy’ and ‘unhealthy’ learning. But it must always be remembered that there is a ‘being’ […]
