Dear Terry
You are right. Children copy the adult. So if the adult is a learner
child will also learn to learn. But if the adult is a teacher then the
children will learn to teach. Children learn what they EXPERIENCE.
Most children play teacher games when they come home from school. (I
have some interesting videos of how children imitate and imbibe the
teacher behavior.)
Children copy and learn or let us say IMBIBE the learning behavior of
the adult but not what the adult is learning. But in schools they
only encounter teachers and naturally, they imbibe the teaching
behavior. (may the loving behavior!)
Look at what schools have done to children. They have become analyzers
of second-hand information instead of learning to create knowledge.
Schools are cordoning off the child from the real world (this is also
done by the books, toys and the digital media).
All biological beings are equipped by life to know the world.
Actually, as biological beings, we are only rediscovering knowledge
embedded in our being. The context awakens this for us. It is the
context or the conditions of our lives that can bring what is inherent
in us. The direct and first-hand engagement with the world is what
makes us authentic and creative.
Childhood is the time for forming the cognitive structure. Just like
the process that led us to us to walk straight, the cognitive process
also has to undergo changes. But this will depend on what we engage
with and how we engage.
Modernity has made creativity an afterthought. Actually, it is
creativity that leads the child to discover the world. The child that
crawls and climbs on the bed or chair is being creative. It definitely
is not learning from the adult how to do this unless some new school
has started teaching children how to crawl and climb.
It is a pity that there are play workers who are supposed to teach
children how to play. This the biggest tragedy of humanity. totally
undermining the true potential of what is to be human. playfulness as
quality is being turned into play as an activity!
When the child is freed from 'subjects' child learn the world in its
integrity, as a whole and also in its natural relationship.
I hoped the discovery of AUTOPOIESIS would make us respect children
better but it seems we are just appropriating this for our benefit. To
remain teachers for life. even Maturana was suggesting Montessori
method for children. How can the application of 'method' be
biological? neither teaching for applying someone else's method is
biological.
What is really blocking the modern man is their notion that children
need to be helped. This comes from the deeprooted 'deficit syndrome'
of the modern mindset which also considers nature to be chaotic and
need to be controlled and corrected.
jinan
On 22/01/2019, Terence Love <[log in to unmask]> wrote:
> Hi, Jinan,
>
> Thank you for your post.
>
> My understanding is that as children we learn at least in part by copying
> whoever is older that we *value* (as distinct from love) (this was written
> about by Albert Bandura if I remember right). That makes good sense because
> if an older human that is similar to us and has survived longer then copying
> them is a potentially good survival strategy.
>
> Thinking about your post, a question that comes to me is:
>
> IF childhood learning is only and wholly represented by us being "
> biologically equipped to absorb what is happening in our context and
> naturally it is the three-dimensional world that is being recorded. But the
> memory of this is held very lightly and loosely but only when the need
> arises to recall any specific event the recalling happens."
>
> THEN, what is the process by which we can benefit in survival terms by being
> able to predict things that we have not experienced?
>
> Best wishes,
> Terence
>
>
> -----Original Message-----
> From: PhD-Design - This list is for discussion of PhD studies and related
> research in Design <[log in to unmask]> On Behalf Of Jinan K B
> Sent: Tuesday, 22 January 2019 5:18 PM
> To: [log in to unmask]
> Subject: Re: Enhanced thinking in learning and designing
>
> Students Learn From People They Love
>
> Actually, this is emotional blackmail and not really about learning.
> This emotional blackmail is what everyone is proposing in order to improve
> education. Either you shower love or you give them good marks, cheer them
> up..........
>
> Please look carefully at this situation. The emotion of love is for the one
> who is teaching and what is being 'learned' is something else.
> So there is fragmentation between emotion and 'learning'.
>
> This is bound to happen when the content of what one is supposed to be
> learning is absent. This is precisely the problem that modernity is doing.
> The body is experiencing the emotion and the mind is 'learning'
> what is being taught. Emotion is not really connected with the content that
> is being learned!
>
> What is present is what we experience!
>
> We are biologically equipped to learn the real world which means we LEARN
> what we experience and not its description. Experience and learning are one
> and the same thing. So what children LEARN is THE TEACHER and the act of
> teaching. (remember mirror neurons)
>
> The following quote is from Jerry.
>
> The evolution of mind is a history of a selectively advantageous expanding
> capacity for the mental imagery of human felt-life. Included among some of
> the more recent advances Damasio lists are “a powerful image-based memory
> function capable of learning, recalling, and interrelating unique facts and
> events; an expansion of the imagination, reasoning and symbolic thought
> capabilities such that nonverbal narratives could be generated, and the
> ability to translate nonverbal images and symbols into coded language.”
>
> What I am saying is simple common sense.
> We are biologically equipped to absorb what is happening in our context and
> naturally it is the three-dimensional world that is being recorded. But the
> memory of this is held very lightly and loosely but only when the need
> arises to recall any specific event the recalling happens.
>
> By the by we are not biologically equipped to deal with the printed word. It
> has to be trained and it is not the printed word that gets recorded, unlike
> the way how experience itself is being recorded or stored.
>
> Jinan
>
>
> On 19/01/2019, Diethelm <[log in to unmask]> wrote:
>> Interesting, reaffirming relational column by Davis Brooks about
>> thinking in the New York Times today:
>>
>> https://www.nytimes.com/2019/01/17/opinion/learning-emotion-education.
>> html
>>
>> (Some excerpts) He writes:
>>
>> “We focus on all the wrong things because we have an outmoded
>> conception of how thinking really works.
>>
>> “**** work by cognitive scientists like Antonio Damasio showed us that
>> emotion is not the opposite of reason; it’s essential to reason.
>> Emotions assign value to things. (my emphasis) If you don’t know what
>> you want, you can’t make good decisions.
>>
>> “Furthermore, emotions tell you what to pay attention to, care about
>> and remember. It’s hard to work through difficulty if your emotions
>> aren’t engaged. Information is plentiful, but motivation is scarce.
>> (Damasio would say feelings and emotions)
>>
>> And…..(with slight editing)
>>
>> “How would you design ****** if you wanted to put [relational] quality
>> at the core?”
>>
>> The last two essays I wrote: “Embodied Design Thinking,” and
>> “Couple-Coulor Image-Concepts in Design Thinking,” are aimed in this
>> same direction. In the Brooks' article, the focus is on the influence
>> of an enriched conception of thinking on learning. I’m exploring what
>> this more inclusive understanding of thinking means for design and
>> designing.
>>
>> They essays can be found at https://uoregon.academia.edu/JerryDiethelm
>>
>> Best to all,
>>
>> Jerry
>>
>> Jerry Diethelm
>> Architect Landscape Architect
>> Planning & Urban Design Consultant
>>
>> Prof. Emeritus of Landscape Architecture
>> and Community Service • University of Oregon
>>
>> 2652 Agate St., Eugene, OR 97403
>>
>> • e-mail: [log in to unmask]
>> • e-mail [log in to unmask]
>> • web: http://pages.uoregon.edu/diethelm/
>> • https://oregon.academia.edu/JerryDiethelm
>>
>> • 541-686-0585 home/work
>> • 541-346-1441 UO
>> • 541-206-2947 work/cell
>>
>>
>>
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>
>
> --
> Jinan,
> TEXT DISTORTS, DIGITAL DESTROYS, WORLD AWAKENS http://jinankb.in/
> http://existentialknowledgefoundation.org/
> http://rethinkingfoundation.weebly.com/
> http://sadhanavillageschool.org/
> https://www.youtube.com/user/sadhanavillagepune
> https://www.youtube.com/user/jinansvideos
> www.re-cognition.org
> https://independent.academia.edu/JinanKodapully
> 09447121544
>
>
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--
Jinan,
TEXT DISTORTS, DIGITAL DESTROYS, WORLD AWAKENS
http://jinankb.in/
http://existentialknowledgefoundation.org/
http://rethinkingfoundation.weebly.com/
http://sadhanavillageschool.org/
https://www.youtube.com/user/sadhanavillagepune
https://www.youtube.com/user/jinansvideos
www.re-cognition.org
https://independent.academia.edu/JinanKodapully
09447121544
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