meta- meta- meta- +!

 

INDIVIDUAL

|

 INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

META-COGNITIVE	META-GENOMICS
META-SOCIOLOGICAL	META-POLITICAL

meta-conceptual - anyone?

+! all the other 'meta-'s you wish to consider ...

Source: Reference to 'metagenomics' in -

Mancini, D.P., 'Monkeypox mutating faster than expected, study finds', FT Weekend. 25-26th June 2022.  p.6.

See also: Previous posts 'meta'

Metacognition: new developments and challenges - Conference / Symposium

Date
24 June 2021 - 25 June 2021
Institute
Institute of Philosophy
Type
Conference / Symposium
Venue
Woburn Suite G22/26

*The event will be hybrid in-person - online, further details will be announced soon*

* For further information and the Call for Papers click here*

Selected speakers:

Ophelia Deroy
LMU Munich
School of Advanced Study, University of London

Steve Fleming
UCL

Louise Goupil
École Normale Supérieure

John Morrison
Barnard College

Josef Perner
University of Salzburg

Joëlle Proust
Institut Jean Nicod

Alex Rosati

University of Michigan

In recent years the scope of metacognition has expanded. Metacognitive processes seem to be involved in practically all cognitive faculties: perception, action, memory, learning, decision making, and conceptual thought are some examples. It encompasses many cases where metacognition operates without the person engaging in deliberate monitoring or control. Evidence for metacognition also extends to pre-verbal infants and non-human animals. But are there fundamentally different types of metacognition involved in different cases? And how should we capture the distinction: procedural vs. analytic, experience-based vs. information-based, implicit vs. explicit, core vs. late-developing, or some other way?

To book click here

For enquires about the conference please get in touch with Eloise Rowley, eloise.rowley AT sas.ac.uk

This project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme grant agreement No. 681422. For further information about the ‘Metacognition of Concepts’ project, see the project’s website: http://www.nicholasshea.co.uk/ 

My source:

Philos-L "The Liverpool List" is run by the Department of Philosophy, University of Liverpool https://www.liverpool.ac.uk/philosophy/philos-l/ 
Recent posts can also be read in a Facebook group: https://www.facebook.com/PhilosL/ 
Follow the list on Twitter @PhilosL. Follow the Department of Philosophy @LiverpoolPhilos

The Fourth Quadrant - Johnson (2010)

For anyone who has read Steven Johnson's Where Good Ideas Come From, you might appreciate that for me it was a case of take-two from the previous post 'The adjacent possible'. How could I not include the chapter "The Fourth Quadrant" especially as the book's 'Conclusion'?

If title was one take, the other was "Oh! How does this relate to h2cm?" After reading and reflecting things fell into place. Johnson wants to represent the history of innovation (no less) using roughly two hundred of the most important innovations and scientific breakthroughs from the past six hundred years, starting with Gutenberg's press, Einstein's theory of relativity, the invention of air conditioning through to the birth of world wide web (pp.218-219).

There are three figures in the chapter spanning 1400-1600; 1600-1800; 1800-present. Johnson's diagram for 1800-present (p.229) is in-part 'mapped' to Hodges' model below.

A few insights into my reasoning. In the Interpersonal domain I am emphasising an individual's primary (and original) motivation for their work and what follows. In the sciences - here PROCESSES are central. As with all models this is an idealisation, so there is a lot of overlap.

Individual

|

INTERPERSONAL : SCIENCES

humanistic / non-market ------------------------------- mechanistic / market

SOCIOLOGY : POLITICAL

|

Network

3. Non-Market/Individual Not devised for fiscal gain, individually devised .. amateur scientist, or hobbyist. Spectroscope           Hormones Bunsen Burner             E - mc2 Rechargable Battery      Special Relativity Nitroglycerine        Earth's Core Cell Nucleus          World Wide Web Stethescope         CT Scan ...	1. Market/Individual Devised for fiscal gain, individually devised i.e. Air Conditioner Mason Jar Tesla Coil Gatling Gun Nylon Vulcanized Rubber Programmable Computer Transistor ...
4. Non-Market/Network Not devised for fiscal gain, collectively devised. Open source envirnoment or academia. Braille      Periodic Table     RNA Splicing Chloroform        EKG    Aspirin Cell Division    Global Warming Benzene Structure        Continental Drift Hereditary       Superconductors ...	2. Market/Network Devised for fiscal gain, collectively devised, multiple firms interact Airplane    Lightbulb    Steel   Automobile Induction Motor      Radio  Contact Lenses    Welding Machine Moving Assembly Line   Motion Picture Camera Locomotive     Vacuum Cleaner Electric Motor     Washing machine Refrigerator      Vacuum Tube Telegraph      Helicopter ...

Johnson, Steven (2010) Where Good Ideas Come From, London: Allen Lane.

The adjacent possible

"The adjacent possible is a kind of shadow future, hovering on the edges of the present state of things, a map of all the ways in which the present can reinvent itself." p.31.

SELF - individual

|

INTERPERSONAL : SCIENCES

humanistic ----------------------------------------------- mechanistic

SOCIOLOGY : POLITICAL

|

group - POPULATION

"The strange and beautiful truth about the adjacent possible is that its boundaries grow as you explore those boundaries. Each new combination ushers new combinations into the adjacent possible. Think of it as a house that magically expands with each door you open. You begin in a room with four doors, each leading to a new room that you haven't visited yet. Those four rooms are the adjacent possible. But once you open one of those doors and stroll into that room, three new doors appear, each leading to a brand-new room that you couldn't have reached from your original starting point. Keep opening the doors and eventually you'll have built a palace." p.31.

Johnson, Steven (2010) Where Good Ideas Come From, London: Allen Lane.

Fink's Taxonomy: Significant learning

By L. Dee Fink, University of Oklahoma

...

Learning goals: Significant learning

For half a century, teachers at all levels of instruction have used Bloom’s taxonomy to generate learning goals beyond “understand and remember” kinds of learning.

This taxonomy has been extremely helpful, but it does not encompass all the kinds of learning that society and educators today believe is important. So I propose a new taxonomy, one that identifies six different ways in which learning can be significant for students:

1. Foundational Knowledge: students should understand and remember the basic content of the course (e.g., terms, concepts, principles). 
2. Application: students should use the content and engage in effective and appropriate kinds of thinking. 
3. Integration: students should integrate different disciplines, major ideas, and realms of life. 
4. Human Dimension: students should identify the personal and social implications of this knowledge. 
5. Caring: students should develop new feelings, interests, and values in relation to the subject. 
6. Learning How to Learn: students should keep on learning about the subject after the course is over.

...

Source article

<>

Fink's taxonomy will be very useful to help frame my studies and create an online platform for Hodges' model.

"eLearning for undergraduate health professional education - a systematic review informing a radical transformation of health workforce development"

"Designing for learning is a complex task which requires a holistic approach. According to Mayes and de Freitas (24), the implementation of blended learning should consider learning at three different levels: as behaviour, as construction of knowledge, and as a social practice.

The behaviourist learning theory (25,26) suggests that we learn by receiving a stimulus that consequently produces a response. It therefore concentrates on low-level cognitive tasks or psychomotor skill learning (27). ... According to Horton (28), drill-and-practice activities are useful when learners need to learn automated procedures that must be performed and applied without much conscious thought as part of higher-level activities (28). 

In contrast to the behaviourists’ approach, the cognitivists focus their attention on how students gain and organize their knowledge (27). Piaget (29) and his constructionism theory of knowledge has been particularly influential with his assumption that conceptual understanding can be reached through intellectual activity rather than by merely absorbing information. The cognitive perspective emphasizes the process of reaching “understanding” through an active process of creating hypothesis, application of knowledge and reflection (30)." (p.97)

Imperial College London, World Health Organization (2015). eLearning for undergraduate health professional education - a systematic review informing a radical transformation of health workforce development. Al-Shorbaji, N., Atun, R., Car, J., Majeed, A., & Wheeler, E. (eds.).
https://apps.who.int/iris/handle/10665/330089

CuixArt - CuixCare? Joan Brossa et al.

Hodges' model: Four Knowledge Domains and the Spiritual 

Joan Brossa 

Dau al Brossa

My source:
Mayoral: Cuixart. Geometria experimental

Borges & Forés: The Role of the Online Learners and the Four Competentional Clusters (Khan & Ally, Eds. 2015)

individual

|

INTERPERSONAL : SCIENCES

humanistic --------------------------------------- mechanistic

SOCIOLOGY : POLITICAL
|

group

Metacognitive	Operational
Relational	Academic

Since receiving the e-learning handbooks edited by Khan and Ally (2015) in April there have been several challenges; studies, sickness in the family and full-time work. I'm up to chapter 13 of Volume 1 and I have learned a great deal thus far. The first volume is already serving as an excellent primer on e-learning for someone in full-time clinical work, studying by distance learning and with teaching and mentoring experience.

The above table is derived from chapter 13 by Federico Borges and Anna Forés.

I have superimposed Borges' four competentional clusters onto Hodges' model. There is also a figure (13.1) that seeks to show that:

• there is no hierarchy among the competences,
• competences are all interrelated,
• more than one competence can occur at the same time,
• competences are manifested when needed and as needed (p.199).

This can also be related to the 4P's

purpose	process
practise	policy

Borges, F. and Forés, A. (2015) The Role of the Online Learner, Chap. 13 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 197-206.