scholarly journals Developing Flexibility in Mental Arithmetic in Interactive-Cooperative Learning Situations: Interaction as an Occasion for Productive Learning Processes

2020 ◽  
Vol 13 (1) ◽  
Keyword(s):  
Cooperative Learning ◽  
Mental Arithmetic ◽  
Learning Processes

scholarly journals From Commoning the Alternatives to Commonism as an Integral Alternative to Capitalism

2021 ◽  
Author(s):  
S A Hamed Hosseini
Keyword(s):  
Cooperative Learning ◽  
Collective Learning ◽  
Learning Processes ◽  
The Political ◽  
Theoretical Frameworks ◽  
Organic Unities ◽  
Historical Progress ◽  
The Commons

<p>Any inclusive comprehension of the inner nature, deep structures, and conflictual dynamism of capitalism is potentially a transformative cognitive Commons. Likewise, to achieve an inclusive understanding of the existing post-capitalist praxes and the imaginary visions of utopian futures require cumulative, collective, and cooperative learning. Thus, theories of capital and the post-/counter-capital alternatives can be generated and treated as the Commons. In this paper, I argue that although there is no single/exclusive line of historical progress beyond Capital, it is possible to create integral theoretical frameworks for orchestrating common actions across different alternative praxes. This becomes a strong possibility if our knowledge of the existing or imminent post-capitalist experiences is liberated from the disintegrating forces of the corporatized Eurocentric intellectual institutions. A <i>transformative scholarship</i> in collaboration with communities of struggle is therefore vitally needed today to generate educational Commons as a means for establishing organic unities among alternative praxes. This in itself is a prefigurative movement. <br><br></p> <p>The political goal should then be to go beyond the localized fragmented radical struggles without reducing their multiformity to challenge the totalizing effects of the capitalist markets and states. The process of building organic unities or what we may call ‘Commoning the alternatives’ requires ‘organic intellectuals’ to help post-capitalist initiatives to self-reflectively explore and address their limitations. Therefore, Commoning the knowledge and experiences of alternatives is a self-rectifying endeavor that translates paralyzing assortments into collective learning processes through which each movement becomes capable of traversing (rather than transcending) their self-inflicted ideological boundaries and thereby of developing integral macro-political projects to transcend capitalism; i.e. a <i>Commonist </i>project. </p><div><div> </div> </div>

From Commoning the Alternatives to Commonism as an Integral Alternative to Capitalism

2021 ◽  
Author(s):  
S A Hamed Hosseini
Keyword(s):  
Cooperative Learning ◽  
Collective Learning ◽  
Learning Processes ◽  
The Political ◽  
Theoretical Frameworks ◽  
Organic Unities ◽  
Historical Progress ◽  
The Commons

<p>Any inclusive comprehension of the inner nature, deep structures, and conflictual dynamism of capitalism is potentially a transformative cognitive Commons. Likewise, to achieve an inclusive understanding of the existing post-capitalist praxes and the imaginary visions of utopian futures require cumulative, collective, and cooperative learning. Thus, theories of capital and the post-/counter-capital alternatives can be generated and treated as the Commons. In this paper, I argue that although there is no single/exclusive line of historical progress beyond Capital, it is possible to create integral theoretical frameworks for orchestrating common actions across different alternative praxes. This becomes a strong possibility if our knowledge of the existing or imminent post-capitalist experiences is liberated from the disintegrating forces of the corporatized Eurocentric intellectual institutions. A <i>transformative scholarship</i> in collaboration with communities of struggle is therefore vitally needed today to generate educational Commons as a means for establishing organic unities among alternative praxes. This in itself is a prefigurative movement. <br><br></p> <p>The political goal should then be to go beyond the localized fragmented radical struggles without reducing their multiformity to challenge the totalizing effects of the capitalist markets and states. The process of building organic unities or what we may call ‘Commoning the alternatives’ requires ‘organic intellectuals’ to help post-capitalist initiatives to self-reflectively explore and address their limitations. Therefore, Commoning the knowledge and experiences of alternatives is a self-rectifying endeavor that translates paralyzing assortments into collective learning processes through which each movement becomes capable of traversing (rather than transcending) their self-inflicted ideological boundaries and thereby of developing integral macro-political projects to transcend capitalism; i.e. a <i>Commonist </i>project. </p><div><div> </div> </div>

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

Social epistemic actions

2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma
Keyword(s):  
Social Interaction ◽  
Joint Action ◽  
Niche Construction ◽  
Cultural Practices ◽  
Learning Processes ◽  
Epistemic Actions ◽  
Target Article ◽  
Online Social Interaction

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.

Speech Reception in the Presence of Classroom Noise

1979 ◽  
Vol 10 (4) ◽  
pp. 221-230 ◽  
Author(s):  
Veronica Smyth
Keyword(s):  
Signal To Noise Ratio ◽  
Learning Processes ◽  
Speech Discrimination ◽  
Signal To Noise ◽  
Speech Reception ◽  
Monosyllabic Words ◽  
Noise Ratio

Three hundred children from five to 12 years of age were required to discriminate simple, familiar, monosyllabic words under two conditions: 1) quiet, and 2) in the presence of background classroom noise. Of the sample, 45.3% made errors in speech discrimination in the presence of background classroom noise. The effect was most marked in children younger than seven years six months. The results are discussed considering the signal-to-noise ratio and the possible effects of unwanted classroom noise on learning processes.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

Current Progress in Cooperative Learning

1991 ◽  
Vol 36 (10) ◽  
pp. 860-861
Author(s):  
Morton Deutsch
Keyword(s):  
Cooperative Learning
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