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Jeremy Price's Library tagged neuroscience →  View Popular

20 Jun 08

The Interdisciplinary Game « Neuroanthropology

  • Oftentimes, the repeated iterations and feedback of the game help the gamer develop an ever firmer grasp of those principles. But in most learning, students don’t get that sort of feedback—they get one or two shots, and then they move onto the next thing.
  • Any interdisciplinary effort works against all those social and intellectual structures already in place.
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26 Dec 07

Cave men in classrooms by Prof. Roger Schank « Neuroanthropology

  • I believe that a classroom setting for knowledge, testing of what one ‘knows’ in some kind of explicit, competitive way, recalling facts under pressure (for example, on a standardized test), is probably pretty odd, not just from an evolutionary perspective, but from the point of view of most applied knowledge. To recall abstract, de-contextualized information, most of which is not relevant to any practical activity that we will do, is a highly specialized, and, typically, useless way of knowing. As a former ‘champion’ on this sort of testing, I know that it doesn’t necessarily translate into any sort of useful knowledge.
  • models of education in the West, and for that matter, anthropological understandings of culture, depend too much on ideational content or explicit ‘knowing that.’ I think that far more of human learning and culture is motor skill, perceptual refinement, and even physiological change.
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