Tell us what you think. How would you approach this problem?CureBlindness said:People can learn from their experiences if they were able to identify accurately
what happened. Explain the cause for an effect.
If there are millions of people who have a really difficult time with working this out, then
there is very poor learning from experience. People can come to all manner of wrong conclusions, can condition themselves to believe nonsense, limit themselves etc..
If people used deductive thinking & lateral thinking and raised their curiosity, they will be better equipped to learn. However I have found that a lot of people find it extremely difficult to do these things. Some experienced people I have spoken to are frustrated that they don't get through. They say, if people do learn, then they learn only to deal with a particular situation and cannot work out how to apply it in another situation where the
same reasoning is involved. They don't make the connection.
How to make this happen? How do you get all people to be 'switched on' and get
deal with situations with... deep understanding. Do you think nurturing schemes are adequate to solve this problem?
Ostensibly, this is one of the goals of the public education system. As well as teaching language and communication, and teaching the individual to be aware of his or her environment, isn't one of the principal goals of education to teach an individual to think and reason.People can learn from their experiences . . .
How to make this happen?
Evo said:Tell us what you think. How would you approach this
problem?
Donski said:I really have no answer for you, I'd just like to make an observation.
I've always felt that the mind is a muscle and you need to exercise it. If you exercise the wrong things then it will be good at the wrong things. One major problem with the way schools teach is that they focus on showing the student how to do something and see if the student can reproduce the results. It's more of a monkey see monkey do mentality. They spoon feed the student information and all the student is required to do it regurgitate that information.
Please excuse this very crude example:
A teacher tells a student that 2+2=4, 4+4=8, 3+6=9. That's addition, do you understand?
The student replies, yes I understand.
Teacher asks what's 2+2? Student replies 4.
Teacher asks what's 4+4? Student replies 8.
Teacher asks what's 3+6? Student replies 9.
Teacher asks what's 2+5? Student replies I don't know, you didn't tell me that one.
Present day students are asked to take notes and read the chapter, then do the questions at the end of the chapter. This seems to be the easiest way for the teachers, and the easiest way to test to see if they read the book. It's far more difficult to grade a person on their ingenuity, so they just grade them on whether or not they have the same answer as the book.
The result is raising everyone to think and act like robots because they're rarely asked to come up with something they haven't already been given the answer to. Once your imagination has been beaten out of you by the establishment, it's hard to get it back. They prefer that you take the shortcut to knowledge over the road to understanding. This reminds me of the Rubik's thread. More people would rather take a shortcut and read a book on how to solve it than be insistent on figuring it out for themselves. In this fast paced world of today, everyone is looking for instant gratification. No one is willing to pay their dues anymore, they would rather cheat because it looks better on paper.
The problem is: They go through school being given all the answers, and when they reach the real world they're expected to think for themselves. It could take years if not decades for this to happen, and the real shame is that for most people it never does.
All I can suggest is more emphisis on math, puzzles and the arts instead of just simple memorization of trivial facts. These are the parts of the mind that need to be exercised to develop thinking for yourself.
Donski said:I really have no answer for you, I'd just like to make an observation.
I've always felt that the mind is a muscle and you need to exercise it. If you exercise the wrong things then it will be good at the wrong things. One major problem with the way schools teach is that they focus on showing the student how to do something and see if the student can reproduce the results. It's more of a monkey see monkey do mentality. They spoon feed the student information and all the student is required to do it regurgitate that information.
Please excuse this very crude example:
A teacher tells a student that 2+2=4, 4+4=8, 3+6=9. That's addition, do you understand?
The student replies, yes I understand.
Teacher asks what's 2+2? Student replies 4.
Teacher asks what's 4+4? Student replies 8.
Teacher asks what's 3+6? Student replies 9.
Teacher asks what's 2+5? Student replies I don't know, you didn't tell me that one.
Present day students are asked to take notes and read the chapter, then do the questions at the end of the chapter. This seems to be the easiest way for the teachers, and the easiest way to test to see if they read the book. It's far more difficult to grade a person on their ingenuity, so they just grade them on whether or not they have the same answer as the book.
The result is raising everyone to think and act like robots because they're rarely asked to come up with something they haven't already been given the answer to. Once your imagination has been beaten out of you by the establishment, it's hard to get it back. They prefer that you take the shortcut to knowledge over the road to understanding. This reminds me of the Rubik's thread. More people would rather take a shortcut and read a book on how to solve it than be insistent on figuring it out for themselves. In this fast paced world of today, everyone is looking for instant gratification. No one is willing to pay their dues anymore, they would rather cheat because it looks better on paper.
The problem is: They go through school being given all the answers, and when they reach the real world they're expected to think for themselves. It could take years if not decades for this to happen, and the real shame is that for most people it never does.
All I can suggest is more emphisis on math, puzzles and the arts instead of just simple memorization of trivial facts. These are the parts of the mind that need to be exercised to develop thinking for yourself.
If I were to use a game to exercise my brain, it would be chess. What they sell only requires a split second attention span.JasonRox said:Yeah, it's sad isn't it. I'm observing the same thing.
Also, now they have those little games to "exercise" the brain. Did you see those games? Freaking pathetic. That doesn't exercise you're brain to make better decisions or better at solving problems. All it does is increase memory for one specific type of application. Lame.
I didn't have the money to attend a good college, but when I went to community college and trade school it was still mostly rote memorization as far as I was concerned. My electronics trouble shooting class was the only thing I had that required problem solving. Computer programming was simply assembling lines of code to achieve an end purpose. Pretty low on the totem pole for tasking the brain.Moonbear said:What grade level are you talking about? For very young children, this is age-appropriate. They haven't developed the type of thinking yet that would allow them to process more conceptual/relational knowledge, but still need to learn in very concrete steps with a lot of rote memorization. By the time you're in high school/college, however, you should be thinking more than memorizing, and able to grasp more complex concepts. By the time you're in college, the spoon-feeding should stop entirely (some in high school still need a bit of it), and you should be learning more independently.
Donski said:I didn't have the money to attend a good college, but when I went to community college and trade school it was still mostly rote memorization as far as I was concerned. My electronics trouble shooting class was the only thing I had that required problem solving. Computer programming was simply assembling lines of code to achieve an end purpose. Pretty low on the totem pole for tasking the brain.
all you can do is offer a wide variety of experiences in a safe enough environment that they can make mistakes to learn from without killing themselves in the process.
Self-learning is the process of gaining knowledge and skills through one's own efforts, without the guidance of a formal instructor or curriculum. It involves identifying areas of interest and actively seeking out resources and experiences that contribute to personal growth and development.
Self-learning is important because it allows individuals to take control of their own education and continuously improve themselves. It also promotes independence, critical thinking, and adaptability, which are essential skills in a rapidly changing world.
Self-learning can be empowering because it gives individuals the freedom to learn at their own pace and in their own way. It allows them to pursue their passions and interests, and to take ownership of their personal and professional development. Self-learning also builds confidence and self-motivation, as individuals see the direct results of their efforts.
Some strategies for effective self-learning include setting clear goals, breaking down complex topics into manageable chunks, using a variety of resources (such as books, videos, and online courses), actively practicing and applying new knowledge, and seeking feedback from others.
Organizations can support self-learning by providing access to resources and tools, such as online learning platforms and mentorship programs. They can also create a culture that values continuous learning and encourages employees to pursue their interests and develop new skills. Additionally, organizations can offer opportunities for hands-on experience, such as job rotations or project-based work, that allow individuals to apply and strengthen their self-learned knowledge.