Thursday, 7 July 2016
Is Translation of Theories of Learning into Theories of Teaching Necessarily or Incongruently Incommensurable?
Saturday, 2 July 2016
Friday, 1 July 2016
Thursday, 30 June 2016
Advances in neuroscience will irrevocably change (beyond recognition) any familiar folk psychological concepts we hold dear about learning. In addition, it will profoundly change our epistemological methodologies insofar as it will reveal what it truly means for brains to learn. Our stubbornness in the face of adversity is no match for the progress of scientific discovery: our disposition (intuitive) to understand conscious phenomena as irreducible to neuroscience is not only illusory but can be explained (or will undoubtedly be explained) by biological dispositions we have inherited from natural selection. Folk psychology cannot claim a sound epistemological framework other than phenomenological - we cannot claim truth from these characterizations of the mind that are (mis)guided by biology and reducible to the same laws that govern everything in this universe. Science holds the trump card. Folk Psychology has been necessary to pave the way to successful theories, but it can in no way give any credible insight into the phenomena it seeks to understand.