#jerome bruner

[noosphe-re]

[science70]

Jerome Bruner, The Process of Education (Harvard University Press, 1977).

[intelligentchristianlady]

[fagrackham]

this shit my lit professor is so horny for literally reads like the plot monologue from white noise but less good

[percheduphere]

Hey! At first, I want to say that really adore your essays. I found your blog shortly after I joined tumblr and it was a great beginning.

My question is not only about Loki. Few times you mentioned that queer subtext always existed in cinema. So I wanted to know more about it. Are there any common tricks which artists use? How can we know that it isn't just our imagination?

And if you could give some literature recommendations on this topic I'd be thrilled :)

Hi Anon! 

This is a really important question. I’m so glad you asked it, so I’ve bumped you to the front of my inbox queue.  

Superhell (Destiel). Superheaven (Aziracrow). Supertime (Lokius). It’s not an accident these types of tragic queer endings are a pattern in our TV media. Though of the three, Good Omens is the most likely to deliver a happy ending eventually, the resources I provide below contextualize why queer subtext and queer tragedy persists. I believe the paper on Cat on a Hot Tin Roof is a particularly important read as it sheds light on tragic queer tropes and utilization of queer subtext from the 1950s that persist to this day. 

I do need to clarify a few things: 

1.) I’m not a formal scholar. I don’t have a Master’s, let alone a PhD. I would love to continue my education, but I only just finished paying off my student loans. This is to say, most of what I’ve learned is from self-guided reading, watching documentaries, and talking to literary and cinematic professionals and members of the LGBTQAI+ community. 

2.) Subtext exists in all forms of art: literature, music, painting, sculptures, film, and so on. There is no 1-to-1 definition of what subtext could be because subtext, by its very definition, is the communicating of information and/or a feeling without communicating it directly. It’s also important to remember that we use subtext in everyday life without realizing it.  

3.) It’s necessary to share foundational resources in order to provide a greater contextual understanding in response to your question. The resources I'll be sharing, which will go from broad foundational to specifically queer subtext in cinema, are as follows: A.) Using JSTOR, B.) Linguistics & Subtext, C.) Film History, D.) Queer Subtext in Literature, Theater, and Film. 

USING JSTOR 

JSTOR is an incredible academic journal article resource. You can sign-up as a user and have access to up to 100 articles per month online for free! If you don’t feel comfortable creating an account, you can also visit your local library, who more likely than not have a JSTOR membership. 

When searching for articles, I recommend using these keywords: queer, homosexuality, subtext, literature, film, history. 

LINGUISTICS & SUBTEXT 

Pragmatics 

-- Jerome Bruner’s “Pragmatics of Language and Language of Pragmatics” (Available on JSTOR; Published by The Johns Hopkins University Press) 

-- Kristin Borjesson’s “The Semantics-Pragmatics Interface: The Role of Speak Intentions and Nature of Implicit Meaning Aspects” (Available on JSTOR; Published by Armand Colin) 

Iceberg Theory and Theory of Omission 

-- Silvia Ammary’s “Poe’s ‘Theory of Omission” and Hemingway’s ‘Unity Effect’” (Available on JSTOR; Published in the Edgar Allan Poe Review) 

-- Charles J. Nolan, Jr’s “‘Out of Season’: The Importance of Close Reading’” (Available on JSTOR; Published in the Rocky Mountain Review of Language and Literature) 

-- Paul Smith’s “Hemingway’s Early Manuscripts: The Theory and Practice of Omission” (Available on JSTOR; Published by Journal of Modern Literature) 

Implicature 

-- Catherine Abell’s “Pictorial Implicature” (An important read as it provides academic context on interpretation of the visual medium, which is connected to interpretation of film; Available on JSTOR; Published by The American Society for Aesthetics) 

-- Eric Swanson’s “Omissive Implicature” (Linguistic study on implied communication through omission) Available on JSTOR; Published by University of Arkansas Press) 

-- Jacques Moeshcler’s “On the Pragmatics of Logical Connectives” (Published in the book: “Aspects of Linguistic Variation) 

Exformation 

-- David Foster Wallace’s “Laughing with Kafka” (Yes, the same writer of the book, Infinite Jest! A quick 4-page read that explains exformation in literature using Kafka as an example; Available on JSTOR; Published in Log by Anyone Corporation) 

-- Stephen J. Burn’s “Reading the Multiple Drafts Novel” (23 pages; can be a slog to read, but it addresses the issues of “canon”; Available on JSTOR; Published by The Johns Hopkins University Press) 

FILM HISTORY 

Generally, I recommend looking up Hollywood History pre-code (Hays Code aka the Motion Picture Production Code from 1930-1967). Notice that the code’s abandonment was gradual in the 60s, which was when the U.S.’s sexual revolution occured. The MPAA Film Rating System went into effect in 1968.  

Sin if Soft Focus: Pre-Code Hollywood by Mark A. Vieira 

Available in hard cover on Amazon (looks like there’s only 1 copy left); no digital version that I can find. You may be able to find this at your library. 

Forbidden Hollywood: The Pre-Code Era (1930-1934): When Sin Rules the Movies by Mark A. Vieira 

Available on Kindle. Similar to Vieira’s first book but considered inferior.  

The Celluloid Closet: Homosexuality in the Movies by Vito Russo 

Published in the 1980s, a groundbreaking work and the first of its kind. It’s dated but still considered critical reading. 

Screening the Sexes: Homosexuality in the Movies by Parker Tyler 

Available in hardcover and paperback. This is also considered critical reading to be paired with Celluloid Closet. 

Images in the Dark: An Encyclopedia of Gay and Lesbian Film and Video by Raymond Murray 

Available in paperback on Amazon (1 copy left); likely to be in the library as well. 

QUEER SUBTEXT IN LITERATURE, THEATER, AND FILM 

Queerbaiting and Fandom: Teasing Fans through Homoerotic Possibilities 

The first book of its kind, published in 2019. A must-read as contributing articles include analysis on Supernatural, Sherlock, and Merlin, among many others. I highly recommend reading the entire book, but it is expensive. You may be able to find this at your library.  

My recommended articles from this book: 

-- Joseph Brenann’s “Introduction: A History of Queerbaiting” is critical to understanding the Loki series specific place in queer fandom and media history. 

-- Monique Franklin’s “Queerbaiting, Queer Readings, and Heteronormative Viewing Practices” 

-- Guillaume Sirois’s “Hollywood Queerbaiting and the (In)Visibility of Same-Sex Desire

-- Christoferr Bagger’s “Multiversal Queerbaiting: Alan Scott, Alternate Universes, and Gay Characters in Superhero Comics” 

Fandom: Identities and Communities in a Mediated World 

About half the price of Queerbaiting and Fandom but significantly more broad in scope. 

My recommended articles from this book: 

-- Cornel Sandvoss’s The Death of the Reader? Literary Theory and the Study of Texts in Popular Culture 

-- Derek Johnson’s “Fantagonism: Factions, Institutions, Constitutive Hegemonies of Fandom” 

Sir Gawain and the Green Knight (Reading of epic poem recommended) 

-- David L. Boyd’s “Sodomy, Misogyny, and Displacement: Occluding Queer Desire in Sir Gawain and the Green Knight" (available on JSTOR; from Arthuriana published by Scriptorium Press) 

Oscar Wilde’s The Picture of Dorian Gray (Reading the novel recommended) 

-- Jeff Nunokawa’s “Homosexual Desire and the Effacement of the Self in ‘The Picture of Dorian Gray’” (available on JSTOR; Published by The Johns Hopkins University) 

-- Ed Cohen’s “Writing Gone Wilde: Homoerotic Desire in the Closet of Representation” (available on JSTOR; Published by Cambridge University Press) 

-- Sandra Mayer’s “‘A Complex Multiform Creature’: Ambiguity and Limitation Foreshadowed in the Early Critical Reception of Oscar Wilde” (available on JSTOR; Published in AAA: Arbeiten aus Anglistik und Amerikanistik) 

Tennessee Williams’s Cat on a Hot Tin Roof (Reading the short story [“Three Players of a Summer Game” and stage play and watching the film adaptation highly recommended) 

-- Dean Shackelford’s “The Truth That Must Be Told: Gay Subjectivity, Homophobia, and Social History in “‘Cat on a Hot Tin Roof’”. (A must-read, in my opinion. You see a lot of patterns that continue in our subtextual queer stories to this day, concerning since Williams’s play was written in the early 1950s. Available on JSTOR; published in The Tennessee Williams Annual Review) 

I hope these resources are helpful and interesting to you! Happy reading! 

[garadinervi]

Contemporary Theories of Learning. Learning theorists... in their own words, Edited by Knud Illeris, Routledge, London and New York, NY, 2009

In the collection: Knud Illeris, Peter Jarvis, Robert Kegan, Yrjö Engeström, Bente Elkjaer, Jack Mezirow, Howard Gardner, Peter Alheit, John Heron, Mark Tennant, Jerome Bruner, Robin Usher, Thomas Ziehe, Jean Lave, Etienne Wenger, Danny Wildemeersch & Veerle Stroobants

[quotidiansacred]

Joyce thought of the particularities of the story as epiphanies of the ordinary. - Jerome Bruner

[zerogate]

This certainty is characteristic of true intuition. The answers come with what psychologist Jerome Bruner calls “the shock of recognition”. They come suddenly and surprisingly, but fit so well that when the surprise wears off, we are left thinking, “Of course. It is obvious. How could I not have seen it all along?” And from that point on, the missing piece slots neatly into place, the picture is complete, the puzzle is solved and it is hard to remember what it felt like not to know the answer.

And this process of discovery is by no means unique to science. Mozart, in a letter to a friend, described his creative gift as one coming from outside himself.

When I am, as it were, completely myself, entirely alone, and of good cheer – say, travelling in a carriage, or walking after a good meal, or during the night when I cannot sleep; it is on such occasions that ideas flow best and most abundantly. Whence and how they come, I know not; nor can I force them … Nor do I hear in my imagination the parts successively but I hear them, as it were, all at once … The committing to paper is done quickly enough, for everything is already finished; and it rarely differs on paper from what it was in my imagination.

This enviable flow of inspiration, fully formed, was Mozart’s great glory – the result, it seems, of an unusual ability to sustain the intuitive moment beyond the brief flash that leaves most of us blinking and fumbling for answers that were clear in the moment of illumination, but seldom last long enough for us to put them into words or get them down on paper.

Bach had some of Mozart’s flair. “I play,” he said, “the notes in order, as they are written. It is God who makes the music.” Milton wrote that the Muse “dictated” to him the whole “unpremeditated song” that we now know as Paradise Lost. Robert Louis Stevenson dreamed the plot of Doctor Jekyll and Mister Hyde. Samuel Taylor Coleridge awoke with what he called “a distinct recollection” of the whole of “Kubla Khan”, which he wrote down without conscious effort, pausing only when interrupted by the infamous Visitor from Porlock. By the time that Coleridge returned to his room, the end of the poem was lost for ever. It had “passed away like the images on the surface of a stream into which a stone has been cast.” The flow was broken and the work remains tantalisingly incomplete.

The onset of such illumination has characteristic symptoms. We become subject to “cold chills”, “tingles”, “burning sensations” and “electric glows”. We get “gut reactions” and “feel things in our bones”. The reactions are visceral, but often have superficial symptoms. The poet A. E. Housman remained resolutely clean-shaven. “Experience has taught me,” he said, “when I am shaving of a morning, to keep watch over my thoughts, because if a line of poetry strays into my memory, my skin bristles so that the razor ceases to act.” Creative ideas are often preceded by intimations, by fuzzy feelings that something is about to happen.

These are well described by philosopher Graham Wallas as “a vague, almost physical, recurrent feeling as if my clothes did not quite fit me”.

-- Lyall Watson, Beyond Supernature

[maxlearnmicrolearningplatform]

Bridging Cognitive Theory and Microlearning: Applying Bruner’s Framework to MaxLearn

Jerome Bruner, an influential cognitive psychologist, played a crucial role in shaping modern educational theories, particularly in how learners absorb and process information. His Cognitive Learning Theory, often called the Constructivist Theory, posits that learning is an active process where individuals construct new ideas and concepts based on their current or past knowledge. Bruner’s framework emphasizes discovery learning, scaffolding, and the spiral curriculum, all of which foster deeper understanding and long-term retention.

Incorporating Bruner’s cognitive principles into MaxLearn’s microlearning platform ensures that learners are not just passively receiving information but actively engaging with it to form meaningful connections. This helps mitigate the problems of the Forgetting Curve and increases the overall effectiveness of training. Let’s explore how MaxLearn applies Bruner’s cognitive framework to create a rich, impactful learning experience.

Bruner’s Cognitive Learning Theory: Key Elements

Before delving into MaxLearn’s microlearning practices, it’s essential to understand the core components of Bruner’s theory:

Discovery Learning: Bruner argued that learners should engage in problem-solving and discovery rather than rote memorization. This active involvement helps build a deeper understanding of the material, as learners are encouraged to explore, question, and find solutions.

Spiral Curriculum: According to Bruner, any subject can be taught effectively at any stage of development if presented in a structured and scaffolded way. The idea of the spiral curriculum suggests revisiting topics periodically, allowing learners to build on prior knowledge, expand their understanding, and apply it in new contexts.

Scaffolding: This refers to the support provided by instructors or tools to help learners bridge the gap between what they currently know and what they need to learn. As learners gain more competence, this scaffolding is gradually removed.

Structure of Knowledge: Bruner emphasized organizing knowledge hierarchically, from basic concepts to more complex ideas. This organization allows learners to integrate new information with their existing mental models.

Applying Bruner’s Framework to Microlearning: A Perfect Fit

Bruner’s cognitive framework aligns perfectly with microlearning, especially with a platform like MaxLearn, which focuses on bite-sized, targeted lessons designed to optimize retention. Here’s how MaxLearn applies the key elements of Bruner’s theory to create a powerful microlearning experience:

1. Discovery Learning in MaxLearn

One of Bruner’s most prominent ideas was that learning should involve discovery. MaxLearn’s microlearning platform promotes discovery learning by encouraging active engagement and problem-solving within short lessons. Learners are not merely presented with information; instead, they are given challenges or scenarios that require them to think critically and apply their knowledge.

For example, MaxLearn integrates interactive quizzes, simulations, and decision-making scenarios into its lessons. These activities push learners to use their existing knowledge to find solutions, leading to deeper cognitive processing. Rather than memorizing isolated facts, learners are exploring how the concepts they’re learning relate to one another and how they can apply them in real-world situations.

This problem-solving approach makes the learning process more engaging and ensures that learners are building long-term, actionable skills rather than simply recalling information temporarily.

2. Spiral Curriculum in Microlearning

Microlearning is inherently designed to deliver content in manageable, digestible pieces, which perfectly complements Bruner’s concept of the spiral curriculum. In microlearning, learners revisit topics multiple times, each time gaining a deeper understanding and refining their skills.

MaxLearn’s platform leverages the spiral curriculum by structuring lessons in a progressive manner. Initially, learners are introduced to foundational concepts, but over time, these concepts are revisited in different contexts, with increasing complexity. This ensures that learners not only retain the material but also develop the ability to apply it in various scenarios.

For example, a learner in a compliance training course may start with basic regulations, then gradually advance to applying those rules in different work-related situations. By revisiting and expanding on previously learned material, learners strengthen their knowledge base and improve their problem-solving skills.

The spiral curriculum also integrates well with spaced repetition, a core feature of MaxLearn, which is designed to combat the Ebbinghaus Forgetting Curve. By revisiting key points at spaced intervals, MaxLearn ensures that learners retain their knowledge over the long term.

3. Scaffolding in MaxLearn’s Microlearning

Scaffolding is an instructional technique that plays a significant role in helping learners transition from what they know to what they need to know. In microlearning, scaffolding is especially effective because lessons are short, targeted, and contextual.

MaxLearn incorporates personalized scaffolding through features like adaptive learning paths and targeted feedback. As learners engage with content, the platform assesses their current knowledge and adjusts future lessons to challenge them just enough to promote learning without overwhelming them. This allows learners to progress at their own pace, with the right level of support provided at each stage.

For example, after completing an interactive quiz, learners may receive detailed feedback on their performance, with additional resources or micro-tasks that help them address their weak areas. This adaptive scaffolding ensures that learners receive the guidance they need without being spoon-fed the information, which helps them build autonomy and confidence in their learning journey.

Over time, as learners become more competent, this scaffolding is gradually removed, allowing them to take greater ownership of their learning process.

4. Structure of Knowledge in MaxLearn

Bruner stressed the importance of organizing knowledge in a hierarchical structure, starting from basic concepts and building towards more complex ideas. This structure allows learners to develop a strong foundation before tackling more advanced topics.

MaxLearn applies this principle by ensuring that its lessons are organized in a logical, progressive sequence. Each lesson builds on the previous one, with content that is clear, concise, and cumulative. This hierarchical organization enables learners to understand how different concepts relate to each other, forming a coherent mental map of the subject matter.

For instance, in a sales training module, learners might start with fundamental concepts like customer engagement and rapport building. Once those basics are mastered, they can move on to more complex topics such as handling objections or closing sales. This approach ensures that learners can connect the dots between various aspects of the training and see the big picture.

MaxLearn’s Microlearning: A Cognitive-Friendly Approach

MaxLearn's microlearning platform leverages Bruner’s cognitive principles to enhance learning retention, engagement, and applicability. Let’s take a closer look at the specific features of MaxLearn that align with Bruner’s framework:

Bite-Sized Learning: MaxLearn breaks down complex topics into bite-sized lessons that fit into learners' busy schedules. This makes it easier for learners to process, retain, and apply new information.

Interactive Elements: With quizzes, simulations, and gamification, MaxLearn fosters active learning, aligning with Bruner’s discovery-based approach.

Adaptive Learning: MaxLearn uses AI and analytics to offer personalized learning experiences, ensuring that each learner receives the right level of scaffolding based on their individual progress.

Spaced Repetition: As part of the spiral curriculum, MaxLearn integrates spaced repetition to reinforce knowledge over time, which helps combat memory decay.

Knowledge Checks and Immediate Feedback: Learners receive immediate feedback on their performance, ensuring that they understand where they need to improve and how they can apply their new skills.

Conclusion: Transforming Theory into Practice

Bruner’s cognitive framework offers a rich, thoughtful approach to learning that focuses on engagement, scaffolding, and structured progression. When these principles are applied to microlearning platforms like MaxLearn, the result is an educational experience that goes beyond rote memorization, offering learners the tools they need to truly master concepts and apply them in the real world.

By leveraging Bruner’s insights on discovery learning, the spiral curriculum, and scaffolding, MaxLearn has created a dynamic, adaptive platform that helps learners not only retain information but also build long-lasting knowledge that contributes to their professional development. In a world where knowledge retention is critical for organizational success, combining cognitive theory with cutting-edge microlearning technology ensures that learners are equipped for both the present and the future.

[5brightplanets]

༅༅༅༅༅༅༅༅

It, as a curriculum, can be easily illustrated: association and its continuity, the unit of pleasure and its utility, the directive of twofold mastery and its indirect applicability, the phenomenal manner of relating more and more to it, and so forth.

༅༅༅༅༅༅༅༅

The Empty Ore Pocket Series. A bumpersticker abstract of it simply reads: CODE IMITATES LIFE. What follows is the evitable sticky rub and daily grind to keep the embedded attitudes implicit rather than making them explicit. 100% made from Chapter 2: The Importance Of Structure from The Process Of Education by Jerome S. Bruner, circa 1960. Found in a Vintage Books paperback edition published in New York by Random House, Inc. by arrangement with Harvard University Press. The viewable and listenable link is posted by Steve Miller Band; https://youtu.be/qGnCyMc_X-4?si=JbEKtXtoXq9sECOe is a seemingly one-time-use, hypochangeable link to Jungle Love. Grateful awareness of the many artists, musicians and technicians who present these sights and sounds. Words and Music by Greg Douglass and Lonnie Turner. -Jivananda (Jim)

[psicoeducativa]

CONSTRUCTIVISMO

El constructivismo es un enfoque educativo que puede integrarse de diversas maneras con otras disciplinas, promoviendo una visión interdisciplinaria en la educación. Aquí tienes algunas posibles perspectivas de interdisciplinariedad del constructivismo, junto con ejemplos y citas relevantes:

Interdisciplinariedad entre Constructivismo y Neurociencias: El constructivismo puede integrarse con la neurociencia para entender cómo el cerebro construye el conocimiento a través de la experiencia y la interacción. Según Jean Piaget: "El conocimiento no puede ser separado del proceso mediante el cual se adquiere." (Piaget)

Interdisciplinariedad entre Constructivismo y Sociología: Desde una perspectiva sociológica, el constructivismo se centra en cómo las estructuras sociales y culturales influyen en la construcción del conocimiento. Lev Vygotsky señala: "El desarrollo del individuo está determinado por sus interacciones sociales y culturales." (Vygotsky)

Interdisciplinariedad entre Constructivismo y Pedagogía: En pedagogía, el constructivismo propone métodos de enseñanza que fomentan la construcción activa del conocimiento por parte del estudiante. Según Jerome Bruner: "El aprendizaje es un proceso activo en el cual los estudiantes construyen su propia comprensión del mundo y encuentran significado en la información nueva." (Bruner)

Interdisciplinariedad entre Constructivismo y Psicología del Desarrollo: La psicología del desarrollo estudia cómo los individuos cambian y se desarrollan a lo largo de la vida, integrando teorías constructivistas para entender cómo se adquieren habilidades y conocimientos. Según Piaget: "El desarrollo cognitivo ocurre en etapas sucesivas, cada una caracterizada por formas distintas de pensar." (Piaget)

Estas perspectivas ilustran cómo el constructivismo puede enriquecerse al integrarse con otras disciplinas, proporcionando un marco interdisciplinario para entender y aplicar teorías constructivistas en contextos educativos y de desarrollo humano.

Les comparto un video educativo que explora el fascinante proceso de aprendizaje humano. Este recurso nos lleva a entender cómo adquirimos conocimientos, desarrollamos habilidades y nos adaptamos a nuestro entorno.

¡Espero que lo disfruten y encuentren útiles las ideas y perspectivas compartidas!"

[professorlevin]

Jerome Bruner, Constructivist Psychology: Perception, Spiraling and Intuition

Author’s Note: This year I took the plunge into the final frontier of education, a doctorate at Northern Illinois University. This post is for a final presentation on a groundbreaking theorist in Curriculum and Instructional Design. I was assigned Dr. Jerome Bruner. The more I researched, the more I saw how extraordinary Bruner was. His insights fuel our modern education system today. Given my…

[intelligentchristianlady]

TIL that farting counts as pornography

[gravitascivics]

GETTING TO THE ABSTRACT

To this point, this blog, through a series of postings,[1] has developed an argument that promotes a basic change to social studies, particularly civics.  That is, that that portion of a school curriculum should focus its efforts on the social realities of students’ local communities.  This would counter the ever-increasing levels of individualism and self-centeredness that have affected the nation and led to a good deal of dysfunctional elements within the American society such as polarized politics.

          The last posting, “Localize It,”[2] indicated that this posting would, as an example, describe a construct, nativist theories, offered by Jerome Bruner.  Those theories state that the mind “is inherently or innately shaped by a set of underlying categories, hypotheses, forms of organizing experiences.”[3]

          In other words, instruction should not be so concerned, as pedagogues have encouraged classroom teachers to be, with teaching inductive skills, such as with inquiry models of instruction based on the scientific method.  One should recognize that the mind already operates in such a fashion as to approximate that process.  What is needed are experiences that further the student to feel and appreciate the function of disciplinary knowledge.  This idea is original with John Dewey in his promotion of “occupations” for elementary students.[4]

          More specifically, community-based activities and skills at the secondary level can act as a continuance of Dewey’s aim and as a bridge from the elementary school efforts to the goals of higher education and adult communal life.  The ultimate aim is for students to more centrally view their local environs as the natural setting where political realities come to bear on their welfare and that of their neighbors.

          Cognitive processes used for pedagogical purposes should not be limited by scientific logic and concern.  To advance the social action skills (introduced in the last posting) and the communal agenda described above, relevant cognitive skills should be based on a continuum because different students act on different levels of abstraction when it comes to schoolwork or life in general.

          It is believed by this blogger, based on his years of teaching and as a parent, that children operate at all levels of abstraction even at the earliest grades.[5]  The problem lies in applying abstract thinking to sophisticated and to some degree foreign cognitive substance or content.  A continuum is needed by teachers to devise activities that are both suitable for their students and functional for handling the issues, problems, or other situations a teacher chooses to study.

          One such continuum is suggested by an argumentation model, offered by Stephen Toulmin.[6]  To see a summary account of Toulmin’s model, see this blogger book, Toward a Federated Nation, in its subsection, “Toulmin’s Elements of a Logical Argument.”[7]  But for those not so disposed, here is a thumbnail summary.  A logical argument contains:

a datum statement (e.g., since Daniel is a union laborer),

a claim (e.g., therefore, Daniel is a registered Democratic voter),

a warrant statement (e.g., because organized labor has a strong partisan allegiance for the Democratic Party),

a backing or data statement (e.g., union workers vote Democratic at a 51% rate as voter choices are documented by studies such as that offered by research outfits such as PRO Morning Consult),

a qualifier (e.g., unless Daniel is among 23% who vote Republican or otherwise), and

a rebuttal, (e.g., Daniel is not a union laborer or even human – perhaps a dog)

The distinction here, simplistic but illustrative, between these elements and the inductive, scientific processes that were prominent among progressive educators, is that generalization formation – such as a scientific finding – is not the end or goal.  The end is to have students generate knowledge useful in solving issues or problems and dealing with community sources.

          If devised and used correctly, such a continuum or taxonomy can assist students in overcoming their apparent inability or reluctance to think abstractly.  The purpose is to have students deal with it at an appropriate level.  Then the lesson allows the students to work toward resolution in their natural fashion of problem-solving.  The next posting will review a taxonomy this blogger has devised using Toulmin’s model to further illustrate what this blog is promoting.

[1] This series of postings begins with the posting, “Early On.”  See Robert Gutierrez, “Early On,” Gravitas:  A Voice for Civics, February 13, 2024, accessed March 10, 2024, URL:  https://gravitascivics.blogspot.com/2024_02_11_archive.html.

[2] Robert Gutierrez, “Localize It,” Gravitas:  A Voice for Civics, March 8, 2024, accessed March 10, 2024, URL:  https://gravitascivics.blogspot.com/2024_03_03_archive.html.

[3] Jerome Bruner, “Models of the Learner,” Educational Researcher, June/July 1985, 5-8, 6.

[4] Herbert M. Kliebard, The Struggle for the American Curriculum:  1893-1958 (New York, NY:  Routledge, 1986).

[5] For example, a form or type of abstract thinking is hypothesizing.  See “Hypothesizing:  How Toddlers Use Scientific Thinking to Learn,” Baby Sparks/Cognitive, June 9, 2020, accessed March 9, 2024, URL:  https://babysparks.com/2020/06/09/hypothesizing-how-toddlers-use-scientific-thinking-to-learn/.

[6] Stephen Toulmin, The Uses of Argument (New York, NY:  Cambridge University Press, 1958.  For a summary review of the Toulmin’s model, see this blogger’s book,

[7] Robert Gutierrez, Toward a Federated Nation:  Implementing National Civics Standards (Tallahassee, FL:  Gravitas/Civics Books, 2020).  Available through Amazon and other booksellers.  The referred to subsection begins on page 86.

[mypotsotoso]

cognitive stuff

Cognition refers to mental activities like thinking, remembering, memory, learning, comprehension, perception, motivation, and language acquisition.

suy nghĩ, ghi nhớ, trí nhớ, học tập, sự hiểu, tri giác, động lực, tiếp thu ngôn ngữ.

Jean Piaget proposed that people developed basic mental abilities throughout their lives, each stage characterized by a different cognitive ability.

Ulric Neisser emphasized an information-processing approach.

Cognitive psychology had cemented itself as the dominant psychology perspective.

Internal mental processes – using information – problem solving – making decisions – models of memory.

How mental processes affect out emotions and behavior.

- Understanding of information processing models and Cognitive neuroscience.

- using experiments and case studies to study mental processes in individuals or groups

Mental processes:

1 Perception: how we interpret sensory information from the real world around us. How we see things visually and hear, smell, taste, and feel them.

2 Attention: how we focus our cognitive resources on particular stimuli while ignoring others. How we process selectively the most critical information at any moment.

3 Memory: how we encode, store, and retrieve information. Short-term memory holds information for a limited time. Long-term memory stores it for much longer. Working memory helps us search for stored information that we need.

4 Language: how we use symbols, such as words and numbers, to communicate with others. Understanding spoken and written language as well as being able to produce it. While Wernicke’s area (comprehension of speech) controls the ability to understand the meaning of words, Broca’s area (producing speech), in conjunction with the motor cortex, controls the ability to speak those words. (my Broca’s are is deactivated)

5 Problem-solving: cognitive processing to find solutions to problems.

6 Decision-making: metal process to choose between options.

COGNITIVE CONSTRUCTION: we actively engage with information around us, make sense of it using our cognitive processes.

MetaCognition: The awareness of the brain’s thoughts and thought processes. By manipulating the internal and external factors affecting our thinking, we can improve our understanding of ourselves and others.

Lev Vygotsky – Sociocultural theory – the role of cultural and society in cognitive development.

Jerome Bruner – Cognitive development theory – modes of representation like image, language, and action.

IN EDUCATION:

Comprehension: understanding why you’re learning it

Memory: connecting new to prior knowledge

Application: put it in practice, transforming what you learn into real-world expertise.

PRACTICE RETRIEVAL - Recall information from memory.

INTERLEAVE TOPICS - Switch between topics, force the brain to constantly retrieve information from working memory

SPACE OUT YOUR PRACTICE - Ebbinghaus forgetting curve. Learn and review it after 1 day, 3 days and 6 days. Spaced repetition.

ELABORATE ON THE MATERIAL - Express new knowledge in your own words

GENERATE EXAMPLES/OUTCOMES

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Il concetto di "scaffolding" nell'istruzione è stato introdotto da Jerome Bruner. Questo termine si riferisce all'approccio in cui un insegnante o un mentore offre supporto a un apprendista, aiutandolo a risolvere un problema o a raggiungere un obiettivo che altrimenti sarebbe fuori dalla sua portata. L'idea è che il supporto venga gradualmente ritirato man mano che l'apprendista diventa più competente e sicuro.