Revisiting the contribution of schools to cognitive gaps: Evidence from Peru

2020 ◽  
Vol 24 (4) ◽  
pp. 1256-1278
Author(s):  
Juan F. Castro
Keyword(s):  
Cognitive Gaps

scholarly journals Mechanisms for acquiring mathematical in integrated way

2021 ◽  
Author(s):  
Iulia-Cristina Barbos (Kiss) ◽  
Keyword(s):  
Educational Innovations ◽  
Cognitive Gaps ◽  
Quality Learning ◽  
And Storage ◽  
Changing Society

There is a growing talk of a reorientation of education. Educational innovations aim to revolutionize the field of information, its transfer and storage. It will re-establish education to provide the tools of guidance in this ever-changing society. Quality learning can only take place by developing students’ skills. In order to acquire these skills, it is necessary to select the acquisition mechanisms to eliminate the problems that the student may face, the theoretical or practical difficulties, the cognitive gaps that intervene in the thinking path that are required to be solved.

scholarly journals Keterkaitan Pendidikan Kristiani di Sekolah dan Gereja

2020 ◽  
Vol 7 (1) ◽  
pp. 25-45
Author(s):  
Justitia Vox Dei Hattu
Keyword(s):  
Christian Education ◽  
Religious Education ◽  
Final Section ◽  
The Other ◽  
Learning Spaces ◽  
Basic Principles ◽  
Other Hand ◽  
Cognitive Gaps ◽  
The Church ◽  
Psychomotor Domain

This article aims to map the polarization in Indonesia between Christian Education (or: Christian Religious Education) as it takes place within the domains of church and of school. Within the ecclesial arena, Christian education (Pendidikan Kristiani/PK) is often associated with the activity of teaching children. On the other hand, within the setting of a school, PK is often associated with a course of study assigned to students—one that mostly emphasizes the filling of cognitive gaps for the students yet (intentionally) ignores the affective and psychomotor domain that is integral for instruction. By examining this polarization, I argue that the polarizing divide between PK as implemented in a school and PK as implemented in the church can be overcome by virtue of the fact that both school and church are learning spaces for PK. This article is divided into three parts. The first will demonstrate certain misunderstandings about PK in the context of school and of church that lead to polarization. The second part shows how PK is presently practiced in the context of Indonesia’s churches and schools. Based on descriptions in this second part, the final section will offer a number of basic principles, in an effort to bridge the gap between PK as it takes place in school and in church.

Wonder, Movement and Becoming: Response to Erin Manning

2014 ◽  
Vol 20 (3-4) ◽  
pp. 189-197
Author(s):  
Stamatia Portanova
Keyword(s):  
The World ◽  
Cognitive Gaps ◽  
The Way

This response experiments with the practice of the interval, in order to performatively write in the little perceptual and cognitive gaps opening between the act of reading Erin Manning’s article ‘Wondering the world directly’, and the gesture of looking at the sky. The idea of the interval is in fact taken directly from Manning’s piece, together with Whiteheadian concepts such as ‘prehension’, ‘superject’, ‘nexus’, ‘eternal object’ and ‘society’. The aim is to respond to the way Manning’s writing amplifies the experience of cloud watching by proposing an elision of consciousness from the experience itself, and by replacing subjectivity with the more-than-human magic of ‘wondering the world’. It is, therefore, thanks to the reading of Manning's article, that the experience of looking can reveal itself as a ‘becoming-cloud’. This response tries to also give something in conceptual exchange.

REFRAMING THE CLIMATE CHANGE CONVERSATION: USING VALUES, EXPLANATORY CHAINS AND METAPHOR TO INCREASE PUBLIC UNDERSTANDING OF CLIMATE CHANGE

2017 ◽  
Author(s):  
Mark Scallion ◽  
Mark Scallion ◽  
Samantha Pitts ◽  
Samantha Pitts
Keyword(s):  
Climate Change ◽  
Chesapeake Bay ◽  
Sea Level ◽  
Cultural Models ◽  
Climate Science ◽  
Public Understanding ◽  
The Public ◽  
Chesapeake Bay Watershed ◽  
Communication Techniques ◽  
Cognitive Gaps

Sea level rise caused by climate change is a significant threat to communities in the Chesapeake Bay watershed. Audubon, in conjunction with NNOCCI, has crafted a locally applicable methodology for successfully sharing climate messages with the public. If enough voices are trained in proven climate communication techniques, the discourse around climate change will change to be productive, creative and solutions focused. Climate communicators and scientists frequently encounter two pitfalls. The first is assuming people have any understanding of climate science. Although studies indicate many feel it is an important issue, many are largely misinformed about the causes and ramifications of climate change. The second is the tendency to talk about climate in the context of unproductive cultural models. A good example of this is graphically highlighting the dire situation that is faced by polar bears, humans or other species, which lead people to quickly disengage from the issue as “too big and scary to deal with.” Through the use of solid explanatory chains, good climate communicators can fill cognitive gaps and avoid unproductive cultural models. Skilled framers direct the conversation towards helpful cultural models and explain climate issues through step-by-step cause and effect and strategically deployed explanatory metaphors. Skilled framers start the conversation with solutions in mind.

scholarly journals Marching the devotional subject: The bodily-and-material cultures of religion

2017 ◽  
Vol 22 (4) ◽  
pp. 369-384 ◽  
Author(s):  
Urmila Mohan ◽  
Jean-Pierre Warnier
Keyword(s):  
Material Culture ◽  
Religious Practice ◽  
The Body ◽  
The Other ◽  
Religious Traditions ◽  
Other Hand ◽  
Cognitive Gaps ◽  
The One

Drawing on the Maussian notion of the technologies of the body, on the Schilderian theory of the Körperschema, on the neurocognitive sciences and the Foucauldian concept of subjectivation, this article shifts the study of religion away from the verbalized creeds, doctrines and texts towards the consideration of the bodily-and-material cultures that are prominent in most, if not all, religious traditions. This shift helps us to understand how the bodily-and-material cultures of religious practice contribute to producing the devotee and obtaining compliance. The potential synergies, tensions and cognitive gaps between the verbalized creeds, on the one hand, and the bodily techniques and material culture, on the other hand, are emphasized for a better understanding of the complexities of the devotional subject.

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