The Role of Experience in Common-Sense and Expert Problem Solving

1988 ◽  
Author(s):  
Janet L. Kolodner
Keyword(s):  
Problem Solving ◽  
Common Sense

Improving the questions we ask, with Psychology and Cognitive Conflict.

2018 ◽  
Author(s):  
Brett Buttliere
Keyword(s):  
Problem Solving ◽  
Scientific Method ◽  
Meaning Making ◽  
Cognitive Conflict ◽  
Empirical Literature ◽  
Present Evidence ◽  
Scientific Papers ◽  
Science In Society

Over the last decade, there have been many suggestions to improve how scientists answer their questions, but far fewer attempt to improve the questions scientists are asking in the first place. The goal of the paper is then to examine and summarize synthesize the evidence on how to ask the best questions possible. First is a brief review of the philosophical and empirical literature on how the best science is done, which implicitly but not explicitly mentions the role of psychology and especially cognitive conflict. Then we more closely focus on the psychology of the scientist, finding that they are humans, engaged in a meaning making process, and that cognitive conflict is a necessary input for any learning or change in the system. The scientific method is, of course, a specialized meaning making process. We present evidence for this central role of cognitive conflict in science by examining the most discussed scientific papers between 2013 and 2017, which are, in general, controversial and about big problems (e.g., whether vaccines cause autism, how often doctors kill us with their mistakes). Toward the end we discuss the role of science in society, suggesting science itself is an uncertainty reducing and problem solving enterprise. From this basis we encourage scientists to take riskier stances on bigger topics, for the good of themselves and society generally.

The Science of Wisdom in a Polarized World: Knowns and Unknowns

2020 ◽  
Author(s):  
Igor Grossmann ◽  
Nic M. Weststrate ◽  
Monika Ardelt ◽  
Justin Peter Brienza ◽  
Mengxi Dong ◽  
...  
Keyword(s):  
Individual Differences ◽  
Problem Solving ◽  
Best Practices ◽  
Cognitive Sciences ◽  
Methodological Challenges ◽  
The Common ◽  
Empirical Approaches ◽  
And Training ◽  
Contextual Differences

Interest in wisdom in the cognitive sciences, psychology, and education has been paralleled by conceptual confusions about its nature and assessment. To clarify these issues and promote consensus in the field, wisdom researchers met in Toronto in July of 2019, resolving disputes through discussion. Guided by a survey of scientists who study wisdom-related constructs, we established a common wisdom model, observing that empirical approaches to wisdom converge on the morally-grounded application of metacognition to reasoning and problem-solving. After outlining the function of relevant metacognitive and moral processes, we critically evaluate existing empirical approaches to measurement and offer recommendations for best practices. In the subsequent sections, we use the common wisdom model to selectively review evidence about the role of individual differences for development and manifestation of wisdom, approaches to wisdom development and training, as well as cultural, subcultural, and social-contextual differences. We conclude by discussing wisdom’s conceptual overlap with a host of other constructs and outline unresolved conceptual and methodological challenges.

scholarly journals Neoliberalism with Scandinavian characteristics: The slow formation of neoliberal common sense in Denmark

2021 ◽  
pp. 030981682110290
Author(s):  
Rune Møller Stahl
Keyword(s):  
International Economic ◽  
Common Sense ◽  
Causal Power ◽  
Policy Instrument ◽  
Alternative Analysis ◽  
Systematic Analysis ◽  
Economic Council ◽  
Ideational Change ◽  
Economic Developments

This article describes the ascension of neoliberal economic ideas in the macroeconomic establishment in Denmark. Based on a systematic analysis of documents from the Danish government and the Economic Council from the 1970s to the early 2000s, the article traces the development of the economic ideas and policy instrument that dominate the analytical process of the Danish macroeconomic establishment. The article applies a Gramscian-inspired framework to track the gradual and uneven process under which neoliberal economic ideas became common sense in the Danish context. This framework challenges some of the assumptions of the ideational focus of much constructivist literature, and offers an alternative analysis focused on the legitimating role of economic ideas. As much of the ideational change took place after policy adaptions to international economic developments, the Danish case provides little support for the theory of the causal power of ideas. Rather, it seems as though economic models and ideas are imported as ‘after the fact’ legitimations of changes in policy.

scholarly journals Knowledge About Family and School Contribution in Academic Achievement: The Context of Schooling and Social Representations in India

2021 ◽  
pp. 002205742110259
Author(s):  
Chetan Sinha
Keyword(s):  
Academic Achievement ◽  
Representation Theory ◽  
Common Sense ◽  
Social Representations ◽  
Social Representation ◽  
Social Representation Theory

The present paper critically examined the available research on role of family and school contribution in academic achievement and explored their social representations. People adaptation with the prevalent notions and thinking beyond the boundary of common sense is required to explain multidimensional picture of any attribute. Previous research applied social representation theory to understand educability, intelligence, academic achievement and failure, and teachership. This article showed a polysemic understanding of family and school contribution where roles and identity matters.

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