The Science of Learning: Metacognition in Education

Not only is it difficult to measure and develop metacognitive skills, but the current state of education systematically stifles metacognitive development. One of the hallmarks of metacognitive development is divergent thinking. Divergent thinking requires an individual to think of different ways that a solution can be reached. It requires cognitive flexibility, as well as critical … Continue reading The Science of Learning: Metacognition in Education

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The Science of Learning: Metacognition in Life

As with most of the higher order thinking skills, metacognition plays a wider role in life than just academic work. However, metacognition has, by far, the widest reaching effects in people's lives as the following list demonstrates. This is likely the reason why educators have focussed and tried to develop metacognition in children. Unfortunately, because … Continue reading The Science of Learning: Metacognition in Life

The Science of Learning: Metacognition

Metacognition is a set of skills that allow us to control and direct our cognitive abilities. Metacognition? Cognition first. I was in my first cognition class as a 30-year-old adult before I had any idea what cognition is. I took the class because cognitive psychology was one of the areas I was required to study … Continue reading The Science of Learning: Metacognition

The Science of Education: Creativity

The other side of the coin of conformity is creativity. Is there really a problem with creativity? What are the implications of total convergent thinking (conformity) and the loss of creativity in our society? Can we change this? Since we don’t have a creativity baseline, it is difficult to answer the first question. However, rational … Continue reading The Science of Education: Creativity

The Science of Learning: Alternatives to Conformity

Is there an alternative to conformity in a system of mass education? This is a big question. Certainly not under the current mindset. Before something can be done about conformity, it needs to be recognized as a problem. First, we have to believe that there is a solution and that we can contribute to finding … Continue reading The Science of Learning: Alternatives to Conformity

The Science of Learning: The Immense Cost of Conformity

This article is the most difficult Science of Learning article that I will write. Considering the cost of conformity at an individual and societal level. The cost of conformity at a societal level is high, but the cost borne by an individual is even higher. I informally surveyed some clinical psychologists to gauge their opinions … Continue reading The Science of Learning: The Immense Cost of Conformity

The Science of Learning: Conformity in the Classroom

How has conformity become the norm in education, and what methods are used to foster absolute conformity? Where do we start? As I have mentioned previously, it is generally well accepted that education today owes its roots, at least in part, to Prussian military developments in the C17/C18 and the efficiency gains developed in manufacturing … Continue reading The Science of Learning: Conformity in the Classroom

The Science of Learning: Conformity

Creativity and conformity are polar opposites in learning. If you are conforming, you are not creating, and if you are being creative, you are not conforming. Education is all about conformity. Even the parts that are about creativity (visual arts, performing arts etc) are constrained and learners are taught to conform to particular methods and … Continue reading The Science of Learning: Conformity

The Science of Learning: Learning Styles

A learning style is the type of learning that a learner enjoys. There are four recognized learning styles in education: Visual, Aural, Read/write, and Kinaesthetic. According to the theory, if a person receives instruction in their preferred learning style, they will learn faster and in greater depth. Teachers should try to provide instruction that will … Continue reading The Science of Learning: Learning Styles