Difference between revisions of "Liberal engagement to learning and action"
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| − | When we want to engage | + | When we want to engage [[system 2]], we may follow these steps: |
| − | # Engagement and creation of social trust - this may elevate the usage of [[ | + | ==basic learning== |
| − | # Raising the conflict: ( | + | ===Need for Learning=== |
| + | People are engaging meaningful learning, when they want to learn. They want to learn from several reasons. | ||
| + | # They look at some thing puzzling ([[RPE]]). | ||
| + | ## When they face some social behavior that are not fully understand (usually conservatives will engage more in social learning). | ||
| + | ## When they face some physical appurtenances that they can not understand (usually liberals will engage more in physical learning). | ||
| + | # They want to accomplish a goal, that is important to them, but are facing difficulties. | ||
| + | # When they face other people that were harmed, they try to understand the causes ([[TMT]]). | ||
| + | |||
| + | So In order to induce learning, teachers should create one of the above learning activators. For instance they should let pupils find interesting task, and let them try to solve it alone. only after the pupils fail to solve the problem by themselves, the teachers may suggest the solution by their knowledge. | ||
| + | |||
| + | Rote learning, without connection to other elements, without deep understanding is the prevailing teaching method. In the sixties there was a cry for inquiry learning. But because most of the kids can not think as the great minds that dicoverd the laws of nature, inquiry learning could not succeed. Therefore a new way of learning should be searched and advanced. Novack suggest concept map learning<ref>Learning, creating and using knowledge, Novak, 2nd edition (2010) p.63 </ref>. | ||
| + | |||
| + | Good learning involves deep understanding of the material. This can be archived by questioning and self learning of the subject , by investigating Wikipedia on the subject, and other relevant resources | ||
| + | |||
| + | ==Social Trust== | ||
| + | |||
| + | Engagement and creation of social trust - this may elevate the usage of [[system 2]] and reduce the arusal of [[FFFF]], thus helping the brain get ready for learning. | ||
| + | |||
| + | |||
| + | ==One on One conversation== | ||
| + | # Raising the conflict: ([[system 2]] is getting her erusal by detecting a conflict by the [[ACC]]). | ||
##Asking about the current situation. then asking about the needs, and then have they notice the conflict. | ##Asking about the current situation. then asking about the needs, and then have they notice the conflict. | ||
###When the conflict is found: | ###When the conflict is found: | ||
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###* research the solutuion and improve it togther. He will fill ounership, and will adgust to it. | ###* research the solutuion and improve it togther. He will fill ounership, and will adgust to it. | ||
| − | [[category: | + | ==Writing a paper== |
| + | |||
| + | [[writing a paper]] | ||
| + | |||
| + | # Raising the conflict: ([[system 2]] is get into state of erusal by detecting a conflict by the [[ACC]]). | ||
| + | #Asking about the current situation. then asking about the needs, to promote a conflict. | ||
| + | #Intoduce the background, and let the readers get familar with the subject in hand. The logical sequence should be clear and obviase as posible to create the familiarty effect. | ||
| + | # Let the person try to feel it subject as in his own experience. Khanman wrote in the introduction to thinking fast and slow, that what made their paper so well excepted throught many fields of science was their examples that enable people experience the errors of reasoning themselvs<ref>[http://www.amazon.com/Thinking-Fast-Slow-Daniel-Kahneman/dp/0374275637 Kahneman, D. (2011). Thinking, Fast and Slow (p. 512). Farrar, Straus and Giroux.]</ref>. | ||
| + | # Explain how you found the answer in a logical form as posible. | ||
| + | #Conclude the findings | ||
| + | # Summeries the finding and suggest new questions. | ||
| + | |||
| + | ==Cognitive Conditions for Learning== | ||
| + | |||
| + | In the natural life of people there are several modes in which people tend to learn more easily. At list in the [[RPE]] condition we know that synaptic plasticity, induced by realse of dopamine is involved in the mechanisem of learning<ref>Glimcher, P. W. (2011). Understanding dopamine and reinforcement learning: The dopamine reward prediction error hypothesis. Proceedings of the National Academy of Sciences, 108(Supplement 3), 15647-15654.</ref> The following are proposed inducers of learning: | ||
| + | |||
| + | [[RPE]] - Reward Prediction Error. RPE occur while we anticipate a reaction from the surrounding for an a action or event, and the surrounding react in an unexpected way. flowing the error in prediction, people tend to react with amazement and under [[Thinking doing scale|thinking conditions]], they will try to understand ([[MO?]]) what went wrong or what may be the [[causes]] of the unpredicted reaction. | ||
| + | |||
| + | [[TMT]] | ||
| + | |||
| + | [[Social Curiosity]] | ||
| + | |||
| + | ==References== | ||
| + | <references/> | ||
| + | |||
| + | [[category: system 2]] | ||
[[category: deliberation]] | [[category: deliberation]] | ||
[[Category: Learning]] | [[Category: Learning]] | ||
Latest revision as of 00:51, 21 July 2014
When we want to engage system 2, we may follow these steps:
Contents
basic learning
Need for Learning
People are engaging meaningful learning, when they want to learn. They want to learn from several reasons.
- They look at some thing puzzling (RPE).
- When they face some social behavior that are not fully understand (usually conservatives will engage more in social learning).
- When they face some physical appurtenances that they can not understand (usually liberals will engage more in physical learning).
- They want to accomplish a goal, that is important to them, but are facing difficulties.
- When they face other people that were harmed, they try to understand the causes (TMT).
So In order to induce learning, teachers should create one of the above learning activators. For instance they should let pupils find interesting task, and let them try to solve it alone. only after the pupils fail to solve the problem by themselves, the teachers may suggest the solution by their knowledge.
Rote learning, without connection to other elements, without deep understanding is the prevailing teaching method. In the sixties there was a cry for inquiry learning. But because most of the kids can not think as the great minds that dicoverd the laws of nature, inquiry learning could not succeed. Therefore a new way of learning should be searched and advanced. Novack suggest concept map learning[1].
Good learning involves deep understanding of the material. This can be archived by questioning and self learning of the subject , by investigating Wikipedia on the subject, and other relevant resources
Social Trust
Engagement and creation of social trust - this may elevate the usage of system 2 and reduce the arusal of FFFF, thus helping the brain get ready for learning.
One on One conversation
- Raising the conflict: (system 2 is getting her erusal by detecting a conflict by the ACC).
- Asking about the current situation. then asking about the needs, and then have they notice the conflict.
- When the conflict is found:
- Then elaborate on it, so it will be clear and shining, and the ACC will be in full alert, and the ECS will try to find solutions to it.
- Let the person try to solve it by himself, or with brain storming and MI. In this case one of two will happen.
- Either he will find the solution,
- or Either he will say he has problems finding the appropriate solution.
- In case he solved it satisfactiosly ask him if he wants to implement (WAR model of change). In case he is unable to solve the problem, then ask him if he wil be ready to listen to a suggestion. he can of cuorse will be able to deliberate about the solution and may fins more sutiable solutions of his on, that this solution ,may rase in his thought.
- research the solutuion and improve it togther. He will fill ounership, and will adgust to it.
- Asking about the current situation. then asking about the needs, and then have they notice the conflict.
Writing a paper
- Raising the conflict: (system 2 is get into state of erusal by detecting a conflict by the ACC).
- Asking about the current situation. then asking about the needs, to promote a conflict.
- Intoduce the background, and let the readers get familar with the subject in hand. The logical sequence should be clear and obviase as posible to create the familiarty effect.
- Let the person try to feel it subject as in his own experience. Khanman wrote in the introduction to thinking fast and slow, that what made their paper so well excepted throught many fields of science was their examples that enable people experience the errors of reasoning themselvs[2].
- Explain how you found the answer in a logical form as posible.
- Conclude the findings
- Summeries the finding and suggest new questions.
Cognitive Conditions for Learning
In the natural life of people there are several modes in which people tend to learn more easily. At list in the RPE condition we know that synaptic plasticity, induced by realse of dopamine is involved in the mechanisem of learning[3] The following are proposed inducers of learning:
RPE - Reward Prediction Error. RPE occur while we anticipate a reaction from the surrounding for an a action or event, and the surrounding react in an unexpected way. flowing the error in prediction, people tend to react with amazement and under thinking conditions, they will try to understand (MO?) what went wrong or what may be the causes of the unpredicted reaction.
References
- ↑ Learning, creating and using knowledge, Novak, 2nd edition (2010) p.63
- ↑ Kahneman, D. (2011). Thinking, Fast and Slow (p. 512). Farrar, Straus and Giroux.
- ↑ Glimcher, P. W. (2011). Understanding dopamine and reinforcement learning: The dopamine reward prediction error hypothesis. Proceedings of the National Academy of Sciences, 108(Supplement 3), 15647-15654.