Cognitive Tools we can use
Created | Updated Jan 28, 2002
I hope my theory, which is free for everyone, will help many students and adults by showing how our individual environments greatly affect our ability to think and learn. It will also provide us with two large tools to help everyone continually improve ability to think, learn, and lengthen reflection time.
1. Residual stress impeding learning: My theory will show how all of us are impeded by other subconscious layers of mental work (perhaps like parallel processing). It will show how we can more permanently reduce these layers. It points out that relaxation does not work but requires the person to approach individual environment more delicately and differently.
2. My theory also shows how persons approaching mental work, situations, academic, grow up approaching these elements at different paces and intensities (perhaps incorrectly). I feel that as our pace and intensity in approaching mental work exceeds our knowledge confidence and experience, we create exponentially greater mental friction. For academics, this may mean approaching mental knowledge at an incorrect pace and/or intensity. I feel the variable, residual stress plays a large role in establishing the approach a person takes in approaching mental work which may create needless friction.
My theory shows how through modeling and teaching, we can teach the continuous and dynamic skill of approaching mental work more correctly. This variable is much more important than most people understand.
I hope this will help many students and adults in lower socio-economic environments (really for all groups) and show the importance of my theory as opposed to the present models of learning we have all been taught to believe. I hope it will help everyone see each other in a much more healthy and respectful light.
I feel our present models of teaching students is hurting everyone and even destroying lives. Presently we are teaching at least implicitly to students, persons are naturally and more permanently stronger in some areas and weaker in other areas, leaving only slight improvement with effort. Although we as teachers hopefully do not teach openly this model we were taught, the effects are still there; the only variable given teachers is effort on the student's part, offering only slight improvement.
Our present model of learning is creating feelings of permanence in mental ability and tremendous anxiety for students and adults. It is creating vast numbers of stagnant students, dropouts, drug/alcohol abuse, violence, and suicide. Students without hope will give up.
Our present model of learning is also creating class distinctions and lack of consideration for others. When students and adults are taught that persons are naturally and more permanently stronger in some areas, they may get the false impression that other students who are functioning lower or adults who live in less stable environments (even collective numbers by race or gender) are there either because they are mentally deficient in some way or simply not working hard enough. This model poses an advantage to persons in power for it relieves them of any conscience for creating change or hope for others. Such beliefs have opened the way for persons not to care about helping students improve or others change their lives other than lip service. Teachers, administrators, not to mention persons in business and politics may see this model as a relieving them of any real responsibility for others less fortunate.
This belief of permanence in ability is also creating class distinctions and a highly addictive drive for materialism as persons deceived by this faulty model of learning strive to create all the tangible impressions of measuring up to society's faulty expectations of what is considered strong in society.
Given those problems which can be attributed to our present model, persons in authority should be more mindful the ill-effects create by the more fixed single and multiple intelligence model. A person with a knowing eye could easily see by visual inspection alone, see the inadequacy and even irresponsibility our present model of learning is presenting to society. They might also see that such a model completely leaves out the large affect of our individual environments have upon learning: for example, the mind's use of parallel processing, or working on other mental challenges subconsciously while at the same time attempting to learn. This shows how the mind could easily be affected negatively by other layers of mental work a person in a less stable, less knowledgeable environment may experience (actually affecting all of us to some point). Indeed our present model truly deserves to be taken away from our students and researched much more thoroughly before being unleashed upon the world again.
My learning theory offers two very important, cognitive variables/tools we can use to help many students and adults continually improve their abilities and their lives by learning to approach their individual environments more delicately or differently. By showing students how our individual environments greatly affect our ability to think, learn, and reflect, students will have much more respect and esteem for themselves and for others. By providing as my theory does, tools to continually improve our abilities, students will have a continuous hope of developing in time, many of the qualities they admire in their peers. This will increase hope and esteem for everyone. It will reduce many escapes and other problems such as dropouts, drug/alcohol abuse, violence, and suicide created by the model of permanence in ability taught presently. It is free on request by e-mail at [email protected] or you can read it from my home site at
http://learningtheory.homestead.com/Theory.html
May we use this information to gain more long-term hope and esteem for everyone. Toward the end of theory, paper shows how is valid: can be researched.
rick lynn
Teacher
[Address removed by moderator]
1. Residual stress impeding learning: My theory will show how all of us are impeded by other subconscious layers of mental work (perhaps like parallel processing). It will show how we can more permanently reduce these layers. It points out that relaxation does not work but requires the person to approach individual environment more delicately and differently.
2. My theory also shows how persons approaching mental work, situations, academic, grow up approaching these elements at different paces and intensities (perhaps incorrectly). I feel that as our pace and intensity in approaching mental work exceeds our knowledge confidence and experience, we create exponentially greater mental friction. For academics, this may mean approaching mental knowledge at an incorrect pace and/or intensity. I feel the variable, residual stress plays a large role in establishing the approach a person takes in approaching mental work which may create needless friction.
My theory shows how through modeling and teaching, we can teach the continuous and dynamic skill of approaching mental work more correctly. This variable is much more important than most people understand.
I hope this will help many students and adults in lower socio-economic environments (really for all groups) and show the importance of my theory as opposed to the present models of learning we have all been taught to believe. I hope it will help everyone see each other in a much more healthy and respectful light.
I feel our present models of teaching students is hurting everyone and even destroying lives. Presently we are teaching at least implicitly to students, persons are naturally and more permanently stronger in some areas and weaker in other areas, leaving only slight improvement with effort. Although we as teachers hopefully do not teach openly this model we were taught, the effects are still there; the only variable given teachers is effort on the student's part, offering only slight improvement.
Our present model of learning is creating feelings of permanence in mental ability and tremendous anxiety for students and adults. It is creating vast numbers of stagnant students, dropouts, drug/alcohol abuse, violence, and suicide. Students without hope will give up.
Our present model of learning is also creating class distinctions and lack of consideration for others. When students and adults are taught that persons are naturally and more permanently stronger in some areas, they may get the false impression that other students who are functioning lower or adults who live in less stable environments (even collective numbers by race or gender) are there either because they are mentally deficient in some way or simply not working hard enough. This model poses an advantage to persons in power for it relieves them of any conscience for creating change or hope for others. Such beliefs have opened the way for persons not to care about helping students improve or others change their lives other than lip service. Teachers, administrators, not to mention persons in business and politics may see this model as a relieving them of any real responsibility for others less fortunate.
This belief of permanence in ability is also creating class distinctions and a highly addictive drive for materialism as persons deceived by this faulty model of learning strive to create all the tangible impressions of measuring up to society's faulty expectations of what is considered strong in society.
Given those problems which can be attributed to our present model, persons in authority should be more mindful the ill-effects create by the more fixed single and multiple intelligence model. A person with a knowing eye could easily see by visual inspection alone, see the inadequacy and even irresponsibility our present model of learning is presenting to society. They might also see that such a model completely leaves out the large affect of our individual environments have upon learning: for example, the mind's use of parallel processing, or working on other mental challenges subconsciously while at the same time attempting to learn. This shows how the mind could easily be affected negatively by other layers of mental work a person in a less stable, less knowledgeable environment may experience (actually affecting all of us to some point). Indeed our present model truly deserves to be taken away from our students and researched much more thoroughly before being unleashed upon the world again.
My learning theory offers two very important, cognitive variables/tools we can use to help many students and adults continually improve their abilities and their lives by learning to approach their individual environments more delicately or differently. By showing students how our individual environments greatly affect our ability to think, learn, and reflect, students will have much more respect and esteem for themselves and for others. By providing as my theory does, tools to continually improve our abilities, students will have a continuous hope of developing in time, many of the qualities they admire in their peers. This will increase hope and esteem for everyone. It will reduce many escapes and other problems such as dropouts, drug/alcohol abuse, violence, and suicide created by the model of permanence in ability taught presently. It is free on request by e-mail at [email protected] or you can read it from my home site at
http://learningtheory.homestead.com/Theory.html
May we use this information to gain more long-term hope and esteem for everyone. Toward the end of theory, paper shows how is valid: can be researched.
rick lynn
Teacher
[Address removed by moderator]
