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A Sample Problem - Making a painting

This-file: frhl-edu-610-project-001 Date: 2008.04.27 @ 6:21 PCT +10GMT. My approach is primarily behaviourist - but of course keeping structuralist and cognivist concepts in mind. The primary pillars of my work centre around the work and ideas of the following: Marie Montessori Jean Piaget B.F. Skinner As i will detail later, there is much to be learned from these three true pioneers in learning philosophy and psychology. This is a brief introduction to what i am about, etc. Very rough, etc. 1. Most of the work that these people did actually does work. The results, far from being speculative and only having theoretical applications, are applicable in many real-world applications. Naturally, there are limittions. These will be noted along the way. Further, taking their work and adding to it not only more recent findings, and different ways of viewing learning will (should?) provide even more powerful ways of making teaching/learning not only more effective, less painful, but also more fun for teacher and learner. 2. In all three cases, the researchers were more or less forced to find solutions to problems and not having vast resources had to make do with simple models and learn as they went. When viewing Skinner and his work with rats, later much more so with Pigeons - we would be well to remember that the break-through in understanding neurons was made by studying the nervous system of snails; ie, animal analogues *are* valid in understanding ourselves. Piaget's work is important because he showed that much information and knowledge IS hierarchical and can't be taught at random. This has even been shown in animal studies. For example, crows are taught to retieve food in an increasily complicated setup. In some cases, where crows are taught a seeminlgy trivial trick, it turns out to be KEY to their mastering a fairly difficult trick later. Crows that aren't presented with the trivial trick simply can not learn to solve the complicated trick. Montessori was the first person to understand that everone (regardless of where they are starting from on the IQ, personality-type, etc. - spectrums) are able to make progress. She also, was one of the first to understand that the more and different senses that we use in learning the deeper the learning becomes. She also (mainly for a total lack of staff) had more progressive students help the less advanced. This synergistically helped to improve the self-image of both the student-as-teacher and the student-as-learner. 3. Another of my primary focuses is "learning as game". That is, when we first start out as children we don't even know that we are "working" at learning. It's simply new and thus entices us by way of our natural curiosity. Game playing has been shown recently to have definite advantages in helping patients recover from strokes, prevention of senility, and the treatment of depression. Indeed, as some researchers have said, "We truely are 'homo ludens' - game-playing may." (not an exact quote) 4. Another aspect is the impact of various analogies in the sciences and arts and how they can be "translated" into other areas. Refer to the site: http://www.angelfire.com/planet/iconosphere-zix/ for my thoughts on this. The idea of "zix" is: z = creativity i = imagination x = the unknown, thus, if we explore things in the "dimensions" of z to the power of i to the power of x then it turns out to be a pretty big "space". This also pours over into recent trends in "quantum thinking", "fractal thinking", etc. - which have become "hot" topics in alternative education. 5. Finally (for now), my goal is to develop a set of tools, scripts, ideas, etc. - all designed at making learning as creative and interesting as possible. The "big three" boring/difficult subjects are: History, Maths, and of course Grammar. And yet, oddly enough - aside from being useful - can be some of the most rewarding "passtimes" in exploring this thing called "life" (see map). -frank