Simulation and self-organization of mind

Bråten, Stein

doi:10.1007/978-94-010-9940-0_8

Cited by 2 publications

(1 citation statement)

References 15 publications

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“…Relations were reported between planning ability and learning style. Pask (1988) reports that others have made use of the tests and in some cases have improved on the original scoring schemes (Braten, 1982;Laurillard, 1980Laurillard, , 1981Lindstrom, 1983). Among the useful findings were that the versatile combination of operation and comprehension learning styles appeared to be by comparison the most academically successful.…”

Section: Ecological Validitymentioning

confidence: 99%

What have we learnt about student learning?

Tickle

2001

Kybernetes

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The potential value of student learning research to applied fields cannot be overstated. Research needs to inform educationalists on how students learn with a view to improving teaching/learning systems. This brief review examines the work of major contributors such as Biggs, Marton, Schmeck, Entwistle and in particular Pask, who have looked at both the immediate orientations of learning strategies and at the more permanent phenomena of approaches and learning styles. The author has focused on the early work of these researchers to illustrate the foundation stone on which the research area has been built. Methodology will be examined and the degree to which a balance has been achieved between the conflicting demands of scientific rigour and ecological validity. It is argued that the subtle distinctions and insights drawn within both short term strategies and long term orientations to study were most usefully identified by Gordon Pask.

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Section: Ecological Validitymentioning

confidence: 99%

What have we learnt about student learning?

Tickle

2001

Kybernetes

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The Third Position—beyond Artificial and Autopoietic Reduction

Bråten

1984

Kybernetes

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The meaning of cybernetics of sociocultural systems is discussed in terms of two rival traditions. Both are reductionistic with respect to cognitive interaction: One seeks a reduction to (A) the Artificial Gestalt of symbolic representations; the other to (B) the Biological Gestalt of cellular reproduction. Cultural Gestalt‐switches and other irreducible properties, such as intersubjectivity and capacity for consciousness, call for a third position in terms of (D) Dialogue and Dualities, which comprises and transcends the complementarity of (A) and (B). Conditions are indicated for shifts between modes conforming to both, and for the prevalence and resolution of model monopoly. Examples are given from small group studies and socioeconomic planning in Norway.

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Simulation and self-organization of mind

Cited by 2 publications

References 15 publications

What have we learnt about student learning?

What have we learnt about student learning?

The Third Position—beyond Artificial and Autopoietic Reduction

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