Those trained as physicists strive to see the world in terms of symmetries and processes that break symmetries. It's a meta-principle that guides their questioning.
More from Carlos E. Perez
Programming in abstractions is very different from a system that is capable of its own 'abstracting'. But what does abstracting mean? We only know of its inputs and outputs, but we fail to describe its inner workings.
I like this short video about living in space. This is because it makes you realize the gaps in your knowledge when you turn off something (i.e. gravity) that you have always assumed to be present.
Perhaps we can understand 'abstracting' better if we turn of many assumptions that we unconsciously carry around. Perhaps we need to get rid of the excess baggage that is confusing our thinking about abstraction.
Turning off gravity and living in space is a perfect analogy. We somehow have to turn off a cognitive process to understand the meaning of abstraction.
The first step to divorce ourselves from our habitual cognitive processes is to realize the pervasiveness of 'noun-thinking' .
I like this short video about living in space. This is because it makes you realize the gaps in your knowledge when you turn off something (i.e. gravity) that you have always assumed to be present.
What does living in space do to the human body? pic.twitter.com/kzIlEEr7pp
— Tech Insider (@techinsider) December 20, 2020
Perhaps we can understand 'abstracting' better if we turn of many assumptions that we unconsciously carry around. Perhaps we need to get rid of the excess baggage that is confusing our thinking about abstraction.
Turning off gravity and living in space is a perfect analogy. We somehow have to turn off a cognitive process to understand the meaning of abstraction.
The first step to divorce ourselves from our habitual cognitive processes is to realize the pervasiveness of 'noun-thinking' .
More from Education
An appallingly tardy response to such an important element of reading - apologies. The growing recognition of fluency as the crucial developmental area for primary education is certainly encouraging helping us move away from the obsession with reading comprehension tests.
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
Sorry - a bit of a brain dump post - but I'd appreciate any responses and/or directions towards any applicable research.@Suchmo83 @Mr_AlmondED @TimRasinski1 @ReadingShanahan @mrspennyslater @TheReadingApe @PieCorbett @ReadingRockets @teach_well
— Mr Leyshon (@RyonWLeyshon) February 4, 2021
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).