professional knowledge of the laws of learning

https://www.edsurge.com/news/2019-03-27-hoping-to-spur-learning-engineering-carnegie-mellon-will-open-source-its-digital-learning-software

In a 1967 article in Educational Record, he said that, compared to other organizations in America, colleges are run by amateurs, calling professors “almost completely untrained in the skills of professing: that is, of teaching.”

“We take the traditional organization of colleges so much for granted that we must step back and view them with Martian eyes, innocent of their history, to appreciate fully how outrageous their operation is,” he wrote. “If we visited an organization responsible for designing, building, and maintaining large bridges, we would expect to find employed there a number of trained and experienced professional engineers, thoroughly educated in mechanics and other laws of nature that determine whether a bridge will stand or fall. ... What do we find in a university? Physicists well educated in physics, and trained for research in that discipline; English professors learned in their language and its literature (or at least some tiny corner of it); and so on down the list of the disciplines. But we find no one with a professional knowledge of the laws of learning, or of the techniques of applying them.”

“Like Herb Simon said, we need to change higher ed from a solo sport to a collaborative research activity,” said Koedinger [Kenneth R. Koedinger, a professor of human computer interaction and psychology at Carnegie Mellon].


http://digitalcollections.library.cmu.edu/awweb/awarchive?type=file&item=33692
http://digitalcollections.library.cmu.edu/awweb/awarchive?type=file&item=33692

16:54
'What if Finland's Great Teachers Taught in Your Schools?' Pasi Sahlberg - WISE 2013 Focus
https://www.youtube.com/watch?v=ERvh0hZ6uP8
https://www.youtube.com/watch?v=ERvh0hZ6uP8
WISE Channel
Published on Aug 8, 2014
Many governments are under political and economic pressure to turn their school systems around for higher rankings in the international league tables. Canada, South Korea, Singapore and Finland are commonly used models for the nations that hope to improve teaching and learning in their schools. In search of a silver bullet, reformers now turn their attention to teachers, believing that if only they could attract "the best and the brightest" into the teaching profession the quality of education would improve. This presentation argued that just having better teachers in schools will not automatically improve students' learning outcomes. Lessons from Finland and other high-performing school systems suggest that we should also protect schools from prescribed teaching, toxic accountability, and unhealthy competition, so that all teachers can use their professional knowledge and skills in the best interests of their pupils.

13:11
Top 10 Reasons FINLAND Has the World’s Best SCHOOL SYSTEM
https://www.youtube.com/watch?v=zmG4smezeME
https://www.youtube.com/watch?v=zmG4smezeME
TopTenz
Published on May 3, 2017
While it is almost impossible to say a single nation’s schools are the best in the world, one country that consistently performs extremely well on the Program for International Student Assessment (PISA) exams for math, reading and science, may come as a surprise to many. Finland, a tiny nation of 5.5 million people, consistently makes the top 5 performers across those categories, making it the top educational performer in Europe and one of the strongest in the world. (Singapore, Japan, and South Korea are also strong performers, and China did not submit consolidated results for the most recent test.) Finland?! What?!

10:21
Bill Gates: Teachers need real feedback
https://www.youtube.com/watch?v=81Ub0SMxZQo
https://www.youtube.com/watch?v=81Ub0SMxZQo
TED
Published on May 8, 2013
Until recently, many teachers only got one word of feedback a year: "satisfactory." And with no feedback, no coaching, there's just no way to improve. Bill Gates suggests that even great teachers can get better with smart feedback -- and lays out a program from his foundation to bring it to every classroom.

3:15
Thorndike Laws of Learning
https://www.youtube.com/watch?v=opt05kllJZw
https://www.youtube.com/watch?v=opt05kllJZw
Armavic Dyn Mamigo
Published on Sep 14, 2013

3:27
Edward Thorndike
https://www.youtube.com/watch?v=yEKM51c3lys
https://www.youtube.com/watch?v=yEKM51c3lys
Justin Dahlke
Published on Feb 17, 2014

11:00
Learning Theorist Biography: Edward L. Thorndike
https://www.youtube.com/watch?v=rCr0gFY0JlE
https://www.youtube.com/watch?v=rCr0gFY0JlE
Allison Wolfe
Published on Jun 15, 2011

4:18
Chinese Philosophy on Teaching and Learning XueJi
https://www.youtube.com/watch?v=XTosnIBeG_4
https://www.youtube.com/watch?v=XTosnIBeG_4
e-learning Education
Published on Feb 13, 2017

6:55
Piaget's Theory of Cognitive Development
https://www.youtube.com/watch?v=IhcgYgx7aAA
https://www.youtube.com/watch?v=IhcgYgx7aAA
Sprouts
Published on Aug 1, 2018
Piaget's theory argues that we have to conquer 4 stages of cognitive development:
                              (individual varied)
1. Sensori-Motor Stage        (about age 0-2)
2. Pre-Operational Stage      (about age 2-7)
3. Concrete Operational Stage (about age 7-11)
4. Formal Operational Stage   (about age 12+)
Only once we have gone through all the stages, at what age can vary, we are able to reach full human intelligence.    

7:09
Chinese Philosophy on Education
https://www.youtube.com/watch?v=4tgWXcyQJFA
https://www.youtube.com/watch?v=4tgWXcyQJFA
e-learning Education
Published on Feb 13, 2017

9:42
Be humble -- and other lessons from the philosophy of water | Raymond Tang
https://www.youtube.com/watch?v=OIlSXRC-B-I
https://www.youtube.com/watch?v=OIlSXRC-B-I
TED
Published on Mar 20, 2018
How do we find fulfillment in a world that's constantly changing? Raymond Tang struggled with this question until he came across the ancient Chinese philosophy of the Tao Te Ching. In it, he found a passage comparing goodness to water, an idea he's now applying to his everyday life. In this charming talk, he shares three lessons he's learned so far from the "philosophy of water." "What would water do?" Tang asks. "This simple and powerful question ... has changed my life for the better."

https://terebess.hu/english/tao/gia.html#Kap08
https://www.gutenberg.org/files/49965/49965-h/49965-h.htm
http://www.gutenberg.org/ebooks/7337


22:39
Chinese Philosophy An introduction to an introduction
https://www.youtube.com/watch?v=0N4bnv17Scg
https://www.youtube.com/watch?v=0N4bnv17Scg
Högskolan Dalarna
Published on Apr 18, 2011

1:26:58
Tao Te Ching for Everyday Life Tao Te Ching Philosophy Explained
https://www.youtube.com/watch?v=VKMyn_qjFDQ
https://www.youtube.com/watch?v=VKMyn_qjFDQ
Success Through Wisdom
Published on Aug 25, 2018
Tao Te Ching for Everyday Life   Tao Te Ching Philosophy Explained
Tao Everyday Life Explained. Learn the Tao te ching (or Dao de ching) for beginners, in this simple audiobook.


Jordan Peterson On The Illuminati
([ paying attention is like watching for what you don't know ])
https://youtu.be/XnIFlD5Zvs8?t=99
https://youtu.be/XnIFlD5Zvs8?t=99
Clash of Ideas
Published on Oct 14, 2017
         ... ... ...
01:39   god Horus was the eye,
01:40   everyone knows the Eye of Horus, that
01:42   that image is so compelling that we
01:45   still know about, everybody has seen the
01:47   Eye of Horus with a really open pupil,
01:49   and what the Egyptians learned was that
01:51   the open eye was what revivified the
01:54   Dead Society, it's so smart, so what do
01:57   you do if your life isn't in order,
01:58   bloody well pay attention and that isn't
02:01   the same as thinking, it's a different
02:03   process paying attention, thinking is
02:05   like the imposition of structure in some
02:07   sense, I know I'm oversimplifying, but
02:10   paying attention is something like
02:11   watching for what you don't know,
02:13   and so like one of the things I often
02:15   recommend to my clinical clients if
02:16   they're having trouble with a family
02:18   member is number one, shut up, don't tell
02:21   them anything about yourself,
02:23   just and I don't mean in a rude way, it's
02:25   just like no more personal information,
02:26   number two watch them like a hawk and
02:30   listen, and if you do that long enough
02:32   they will tell you exactly what they're
02:34   up to and they will also tell you who
02:36   they think you are, and then you'll be
02:38   shock, because they think you're
02:39   something, generally speaking, that's not
02:41   like you what you are at all, and when
02:43   they tell you it's like a revelation to
02:45   both of you, but attention is an
02:47   unbelievably powerful force, and you see
02:49   this in psychotherapy too because a lot
02:51   of what you do, and in any reparative
02:53   relationship is really pay attention to
02:55   that other person, pay attention and listen
02:57   and you would not believe what people
03:00   will tell you or reveal to you if you
03:02   watch them as if you want to know
03:04   instead of watching them so that you'll
03:06   have your prejudices reinforced, that's
03:10   usually how people interact is like I
03:12   want to keep thinking about you the way
03:14   I'm thinking about you, and so I'm gonna
03:15   filter out anything that just proves my
03:18   theory, that's not what I'm talking about
03:19   at all it's like I'm gonna watch you and
03:21   figure out what you're up to not in a
03:23   rude way, none of that, I just want to see
03:26   what's there and that'll be good for you
03:28   probably and also be good for me and so
         ... ... ...

Jordan Peterson On The Illuminati
([ Jean Piaget ])
https://youtu.be/XnIFlD5Zvs8?t=744
https://youtu.be/XnIFlD5Zvs8?t=744
Clash of Ideas
Published on Oct 14, 2017
         ... ... ...
12:24   again by reading Jean Piaget, because one
12:26   of the things that Piaget said about
12:27   kids was that they first learned to play
12:29   a game but they don't know what the
12:31   rules are, meaning that if you have a
12:33   bunch of kids together they can play a
12:35   game, but if you take one of the kids out
12:37   of the game, when they're young, say six
12:38   and you say, what the rule are, what are
12:40   the rules, they can only sort of give you
12:42   a representation, so you take
12:44   six-year-old one, and he'll tell you some
12:46   of the rules, and six-year-old two will
12:47   tell you different rules, and and you
12:49   know six-year-old three will tell you
12:51   different rules, but if you put them all
12:52   together they can play, so they have the
12:55   knowledge embodied either individually
12:58   or in the group, the knowledge is there
12:59   to be extracted, well then they get a
13:02   little older, they can extract the rules
13:03   and then they start to play by the rules
13:06   and then the Piaget last step was, well
13:09   they doesn't just the kids play by the
13:10   rules, it's that they learned that they
13:11   can make the rules, and he thought about
13:13   that is moral progression, first you can
13:15   play, then you can play by the rules, then
13:17   you learn, maybe, because he didn't think
13:19   everyone learned this
13:20   that you're actually the master of the
13:21   rules, that doesn't mean the rules are
13:23   arbitrary, but it means that you can be
13:26   the generator of the rules, assuming
13:29   that you know how to play the game and
13:30   he thought about that as a moral moral
13:32   progression, and then I thought well
13:33   that's exactly what happened to Moses
         ... ... ...


Notes (on #education, #learning, #talent, #mind)
 1. Jerome Bruner, The culture of education, 1996
 https://drive.google.com/open?id=1iFT0g1m1dBAkkyTBngfPm4j5eacl4US8
 https://drive.google.com/open?id=1iFT0g1m1dBAkkyTBngfPm4j5eacl4US8

 2. Steve Casner, Careful, 2017
 https://drive.google.com/open?id=1kzYudMcd1Z4S-rR_JXVzOBHt1xvhIYcx
  ([ p.28 
        sublte ([sp? subtle])
       ]) 
 https://drive.google.com/open?id=1kzYudMcd1Z4S-rR_JXVzOBHt1xvhIYcx

 3. Benedict Carey, How we learn, 2014
 https://drive.google.com/open?id=13h_z6poFKPwBokKhYo1qOXMgV1Ol_sCb
 https://drive.google.com/open?id=13h_z6poFKPwBokKhYo1qOXMgV1Ol_sCb

 4. Daniel Coyle, The little book of talent, 2012
 https://drive.google.com/open?id=1hj07vTyQKdUa5j588c0bFcBYhIiXH5jh
 https://drive.google.com/open?id=1hj07vTyQKdUa5j588c0bFcBYhIiXH5jh

 5. Elena Bodrova, Deborah J. Leong, Tools of the mind, 1996
 https://drive.google.com/open?id=1EUjGUgimeRjJClkHyOYy5dqZkpnzsmBP
 https://drive.google.com/open?id=1EUjGUgimeRjJClkHyOYy5dqZkpnzsmBP

The basic principles underlying the Vygotskian framework can be summarized as follows: 

1. Children construct knowledge. 
2. Development cannot be separated from its social context. 
3. Learning can lead development. 
4. Language plays a central role in mental development.