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| EduClassics.com describes behavior patterns people use to learn and uses of these descriptions to increase contributions of Classic Education in the 21st Century. This page uses a conversation format to address common questions raised about classic education and EduClassics.com. |
Q: Who cares about classic education and EduClassics.com? They’re about yesterday, not today or tomorrow.
EduClassics.com: People care who want to know how learners view learning what the most informed people know.
So do those care who want to learn more and learn it faster.
Developers of education software and hardware products have a growing interest in how people learn. Classic education has protocols for learning that software developers can code.
Most human learning has occurred outside of schools without formal instruction for most people yesterday, today, and likely tomorrow. Software based on the way people learn will permit them to learn more and faster at times of their choosing with and without schools.
Q: You miss my point. Even the term Classic education is old stuff. It doesn’t speak to teachers or learners today.
EduClassics.com: People know what they know. To the extent that knowing is useful, they can’t know what options in life they’re missing, if they don’t know what the most informed people know about these options.
A classic education gives them a way to compare their opinion against what the most informed people know.
Q: The world’s changing too fast to spend time with yesterday.
EduClassics.com: Yes, many people accept that premise. A tension has probably existed between these two positions throughout recorded history.
EduClassics.com addresses both positions by distinguishing between how people learn and the content or subject matter they learn.
Those concerned with learning more and learning it faster can use this site as a guide for learning content of their choice more efficiently.
Q: Efficiency is a red herring from economics. People learn at their own rate.
EduClassics.com: Behavioral scientists show that a change in instruction can change the rate of learning by individuals and aggregates of people. That’s efficiency.
Q: Classic education is elitist. How do most people learn as in public schools and in training for real world work?
EduClassics.com: All people use the same essential behavior patterns to learn whether all or a part of a classic eduation.
Q: That’s preposterous. That’s old thinking that doesn’t address 21st Century realities that require cooperation and collaboration to solve complex problems.
EduClassics.com: These points have some validity, but are incomplete.
Behavioral scientists have demonstrated principles of essential behavior patterns people use to learn.
This is the same process for each person whether earning a classic or other named education, whether for example, listening to a lecture, reading alone, talking in a group, or hunting for food in a wilderness.
EduClassics.com describes details of these priniciples and examples of instruction that uses them.
Q: What about artistic expression, creativity, acquiring knowledge, conceptualization, memory, reasoning, higher order thinking and problem solving, intelligence, how the brain works, emoting, passion, and such things?
EduClassics.com: Yes, they have importance for some purposes. Yet, they all rely on behavior patterns of people to demonstrate the existence of such things.
Q: What about decision trees, game theory, Artifical Intelligence, expert systems, analogies, and algorithms? They’re more recent developments than classic education, right?
EduClassics.com: These practices and theories demonstrate two points that EduClassics.com addresses.
This site relies on such tools to describe behavior patterns people use to learn. It also uses these tools to increase rates people learn.
Q: What about learning as divine creation, divine inspiration, divine intervention, prayer, meditation, predestination, God’s will, and miracles? And, behavior patterns can’t possibly account for all learning, unless those who describe learning claim omniscience, right?
EduClassics.com: A classic education includes descriptions of such phenomena. It does not rely on or require vocabulary, assumptions, claims, or beliefs that support or deny the existence of other explanations of how people learn.
Q: Does EduClassics.com include any non- or extra-sensory explanations of learning?
EduClassics.com behavioral scientists do not rely on non- or extra-sensory explanations to obtain their descriptions.
Behavioral scientists calculate the likelihood of variations of behavior patterns people use to learn without relying on explanations other than what they observe through sensory input.
Q: Why did you write a caution about reading EduClassics.com?
EduClassics.com: EduClassics.com evolves through editing and posting descriptions of how people learn and how to increase learning. They change as behavioral science changes.
Q: Can a teacher decrease a student’s learning?
EduClassics.com: Yes. Based on what behavioral scientists have described about how people learn, educators appear to limit how much students learn every day and probably in almost all public schools today.
These facts have been in the professional education and behavioral psychology literature for more than half a century.
Q: Convince me.
EduClassics.com: It is what it is: available to those who choose to use it. This site offers examples of ways to increase learning promptly and dramatically.
Let us know what refinements will help you to increase learning for yourself as well as others.