Understanding emotions, learners and achievement
Creativity is a tricky concept. Some would suggest its spontaneous nature sits outside traditional learning and that it can be nurtured through flexible forms of education. Others insist that in order to be creative we need to already have knowledge and facts stored in long-term memory. Both are legitimate proposals, yet as a predominately cognitiveContinue reading Where does creativity come from?
When we discuss memory, particularly in the context of learning, we usually refer to psychological models, such as the Working Memory Model of Baddeley and Hitch or the earlier Multi-store Model of Atkinson and Shiffrin. At a push we may refer to Cowan’s Embedded Process Theory or discuss working memory from within models of instructionalContinue reading Memory: A Curious Journey
Far from being gullible, young children are capable of rejecting claims when they don’t match their experiences, but this doesn’t mean they’re always right. Making the distinction between what is real and what is not seems simple enough although multiple layers of fantasy can quickly complicate things. I, as an adult, no longer believe inContinue reading Truth, imagination & bleief: How do we decide?
‘I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. For knowledge is limited, whereas imagination encircles the world’ – Albert Einstein I’ve seen the above quote numerous times, although it’s usually only the Imagination is more important than knowledge bit. It’s a real Einstein quote, unlikeContinue reading Can knowledge get in the way of creativity?
The Emotional Learner 