Learn about readings by Neil Postman, Lois Hetland, Howard Gardner, Dennis Yuzenas, Abe Fischler, Dan Pink, Thomas Friedman, John Corlette, Will Sutherland, Tom vander Ark, Marshall Thurber and other innovative educators.
One of the functions of school is to expose students to new idea ("new to me and my family and culture" even if the idea is thousands of years old). I was 42 years old before I heard of Borobudur. (Tip: the spelling is O O U U borobudur)
Nil showed me this music...
What have I neglected to show my students? I am motivated to show you something about Turkey because a new REGION is emerging. It's more than "the Middle East" and more than "Eastern Europe" or "North Africa"... it's EEWANA. This singer is from Turkey, which is the center of
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Do the right thing. Click here and give a hit
and share this sound with a teenager
This is the sort of help that I get from Nil and Ugur ... they are academic people in Turkey who expose me to Turkish culture... and then I can share these elements with my students.
You can see the full interview with Dr. Richard E. Clark (from University of Southern California) at youtube DOT c o m / turbombom (the channel by Ki Bong Song).
here is the transcription
Automated knowledge. Most of human knowledge is automated and unconscious. Most of what we know is unconscious. We have to learn more about implicit knowledge or expertise, there are a lot of names for it. When you ask an expert to do something, they are not going to tell us about 70% of the mental operations that they have to perform to succeed in their areas of expertise. They use these operations to match patterns and when they find a problem that needs solving... to know what kind of steps to take in order to solve it. When they do this over and over again, they start to automate (John Anderson). It is not well understood generally, despite the popular books about it.
Such as Blink and other books about advanced expertise... education completely rejects the idea
they have not understood that your job in schools if you are going to promote learning you have to quickly teach people to automate so they don't have to think about it anymore. Their minds are then free to learn new things. Thats the purpose of working memory. Most of knowledge is so automated that we are not aware of it. Who teaches? Experts.
They know math, but they don't know anything about teaching. they don't even know what they know about math or any other field.
[COMMENT: IN OTHER WORDS, a math teacher is not aware of how much of his knowledge is automated. He doesn't take time to identify steps that he takes because he is unaware of his automated or hidden processes...]
Look at insights in Social Psychology.
In Social Psychology automated knowledge is not just HOW to do things, but it SHOULD you do things. It's goals and intentions. We are not in control of much of what we do, but [worse] we think we know.
That view is validated in Neuroscience. [You start by telling a person that we will ask them to make a decision, but don' t make the decision yet.] We know that if we ask a person to put up two fingers and "in a second I'm going to ask you to move one finger, but don't decide which one to move until later."....[pause] NOW, [choose the finger and] move it." They do so and when we ask the person to tell us when they decided to move which finger, they tell us "just a moment before I moved it," and we can see in the MRI scan that in fact they had decided [which finger to move] the moment they understood what the task was. They had made the decision several seconds before the moment that they had said [they made the decision.] You beleive that you didn't make the decision until just before you moved it. [They don't know.]
That's a simple task. Why get all excited about that?
It turns out that almost all decisions are the same way. most of the decisions we make, we are not aware that we are making them.
We can have very cool goals and values about what we want to accomplish and something can happen in our environment that completely changes our goals and we are NOT aware of what it was. If we do reflect on it, we believe that WE changed our minds when in fact we didn't. there is a lot of literature now on something called priming. Not so obvious features in our environment when we scan them have a huge impact on our intentions and what we do cognitively (automated).
[Minute 55 NEED HELP TRANSCRIBING]
John Bard the myth of intentionality, it made a huge splash and then nobody paid any attention to it. =========== FOR ADDITIONAL READING ++++++++++++++++
www.youtube.com/watch?v=fYjP0VL9V1YJan 22, 2010 - 2 min - Uploaded by ShankarVedantamUploaded by ShankarVedantam on Jan 22, 2010. A video summary of The Hidden Brain, a book by Shankar ...
More videos for myth of intention »
[i explore the paradox that we feel that our actions have clear reasons behind them. the chapter explores experiments that show that these intuitions we have are often flawed.]
-- from the Vedantam video
============ back to the transcript ============== Unless we take in account in education that most of what CONTROLS learning is automated and unconscious, and most of what people learn is primarily valuable to them if they can turn it into an automated and cognitive motor routine. Can we do this in such a way that it can be generalizable? It's not so tied to the specific context where you learned it. That will be the biggest challenge in the next decades...
I read the following at a discussion site for an online course that is centered in California:
Wow. I admit that I had a similar impression in some face-to-face classes ... and it was when I found out about other articles that the teachers mentioned during the lectures that I really got started... There is a particular lecture about a year ago that got me started. The article by Richard E. Clark (search "Clark 2012 American Educator" and you will find a great link)
That's when I realized that even in my teaching I was not really promoting "learning."
I am a taxpayer and I believe that teachers, students, principals and parents need descriptions of a new way of teaching. I wake up every morning with Dr. Fischler's question in my head: "How do you become a visible change agent in this environment?" and "Time is a variable" and "The Student is the Class." The words of Daniel H. Pink, Will Sutherland, John Corlette, Eliot Levine, Elliot Washor, Charles Mojkowski and Dennis Littky inform my daily work.
