Learning - Spontaneous, Complexity, Electricity - The Unique Individual

Posted by ProjectC 
*** '..the study of the spontaneous processes of social cooperation..'

'..the Greeks failed miserably to see the need for the development of a discipline, economic science, devoted to the study of the spontaneous processes of social cooperation that comprise the market.'

– Jesus Huerta de Soto, Economic Thought in Ancient Greece, September 15, 2010

*** '..complexity .. it has tended to be ignored or avoided.'

'Ever since antiquity science has tended to see its main purpose as being the study of regularities--and this has meant that insofar as complexity is viewed as an absence of regularities, it has tended to be ignored or avoided...'

– Stephen Wolfram, A New Kind of Science - Complexity and science (page 861)

*** '..liberation from the gravity-driven universe..'

'Today, nothing is more important to the future and credibility of science than liberation from the gravity-driven universe of prior theory. A mistaken supposition has not only prevented intelligent and sincere investigators from seeing what would otherwise be obvious, it has bred indifference to possibilities that could have inspired the sciences for decades.'

– David Talbott and Wallace Thornhill (Source)

*** '..Each student has unique difficulties, demanding individualized attention.'

'The most important new paradigm change concerns learning. This change will be difficult for schools and universities, immersed for centuries in the information-transfer paradigm. The new approach sees learning as fully active, focusing on the student as a learner rather than on authority figures.


Computer-based tutorial learning will never approach the excellent human tutor. But it can constitute a giant step forward from the information-transfer learning paradigm...


...Each student has unique difficulties, demanding individualized attention. Learning using the tutorial paradigm looks frequently for student problems, offering individualized assistance and verifying that the assistance was effective. This activity is continuous during learning.'

– Alfred Bork, Learning (pdf), page(s) 77, 78, 79

*** '..colleges and universities .. They often idealize themselves..'

'We might assume that the new learning paradigm will be realized first in colleges and universities, but this does not seem likely. Universities are vulnerable to outside competition. They are conservative and do not understand the pressures of society. They often idealize themselves. They pursue directions not related to learning, such as semiprofessional sports like football... Professors mostly know no learning paradigm except information transfer. This paradigm succeeded for them personally, so they believe it should work for all. University administrators have the same background.

When facing possible competition, universities put faith in the accreditation or certification process. As a member of several accreditation committees, I believe this faith is misplaced. Employers want competence, not accreditation.'

– Alfred Bork, Learning (pdf), page 80

*** '..Peter Drucker's business-based prediction that universities will die within thirty years..'

'New learning institutions are forming, many for profit. It seems unlikely that universities will be successful in this competition. This appears to be the source of Peter Drucker's business-based prediction that universities will die within thirty years. So far, Drucker's prediction seems reasonable.'

– Alfred Bork, Learning (pdf), page 81