Brains Inventing Themselves: Choice and Engaged Learning

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Great minds discuss ideas. Regardless of the speaker it raises interesting ideas, but raises them in a manner which more or less defeats the implied judgment. If it is small-minded to judge people, is that not precisely the effect of this quote? The richness of our lives is in our connections with others. How we treat others is a reflection of how we feel about ourselves. When we criticize others it is because something hurts inside. It is an attempt to alleviate the hurt, but it never produces more than momentary relief.

The underlying problem is our self-image. These things are almost certainly externally rooted. However it happened it caused guilt, anger, or sadness to distort the way we view ourselves. It is not something often done in a positive way. So what do we do? Try to place someone beneath us. It is an attempt to regain a higher feeling, but it is false. There is no reason to feel bad. It is a wake-up call. The way to do it is confront and let go of the feelings you have about you.

There are a few thousand authors ready to help. It just is. What some people do as a profession puts them in the public eye and some of that public seizes on that famous person as, perhaps, an idol. Sometimes the intensity of the interest goes even further.

Why small minds discuss people, average minds discuss events ()

This diminishes the value the admirer places on himself or herself. It also ignores the humanity of the star, singer, or athlete. It is an effort to ignore ourselves and our poor sense of self by latching onto a positive image. Just like criticism, however, any relief is temporary. There are no small minds. Rather, there are people that hurt and do not know how to heal.

Because the hurt is internal, they look to feel better by focusing on external things, including people and sometimes events. That is much more palatable and there is truth in it. It is very easy to get caught up in the events happening around you. Many of these events affect people around us, perhaps even ourselves. They focus on events and hope for things to happen…because they believe events happen to people, rather than people make events happen. Some take a partial step away and recognize, indeed, people do cause things to happen, but the persons capable of these causes and effects—somehow—include just about everyone but themselves.

This pattern of thought is common.

Evidence of Mind-Body Links

Even if it is plain to see how a friend affects change in her life, she may be unable to see it. It comes down to this realization: YOU are responsible for the events you experience. When you received a promotion or raise, how did it happen? Was it magically bestowed, or was it earned? Reading it here and now, that logic seems flawed, right? I put in the work! You set a desired outcome and took the necessary action to see it come true.

Many of us only think in terms of events. I want to be well thought of, so I work hard. Sometimes we borrow intent from others, substitute their vision for our own. We let the company determine our goals. This is just part of the puzzle. Your intent matters. Nothing can replace your desires in terms of motivation.

Your intent and the desired outcome are the significant factors here, not the actions and subsequent events.

Evidence of Mind-Body Links

Because we cannot always—or even often—prescribe what actions to take. What if your desired outcome is ownership of a yacht? Is there only one way to achieve it?

Everyday Power

Of course not, so it is your intention that guides and inspires action. Intention your goal is ultimately responsible for the outcome because it initiates every action taken to get there. Put another way, our intent determines every event that occurs on the way to our desired outcome. Think about it. Our dreams occupy our thoughts.

Is the purpose of your efforts to make others happy?


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Your responsibility is to you first. We cannot make others happy when we are not.

We sometimes get stuck in the middle of the equation. How could we not? Many of us had an upbringing where our parents thought the key to happiness was a steady job you worked for plus years then retired.

Chapter 4. Movement and Learning

See how that vision lets the individual off the hook? An employer may do many things to attract a quality workforce, but they have no obligation to heed your hopes and dreams beyond how it affects your professional life. Your intent, your desired outcomes, your goals all give meaning to your actions. If you have difficulty articulating these goals, you are not alone. That is a challenge to overcome. When you do…that is when life ceases to be a series of events.

It becomes something you direct and control. It becomes fulfilling and vibrant. Likewise, a brilliant mind guarantees nothing. Perhaps it is misunderstanding the quote, but the picture is one of a learned group sitting around talking. Maybe the ideas are great, but if they are not executed in some fashion—a scholarly paper or practical application—what happens to the idea? It simply fades. Thus are the great visionaries of our time condemned to anonymity. An idea needs form of some sort.

Brains Inventing Themselves : Choice and Engaged Learning

Nor should we saddle the hopes of someone who has the next great idea with the thought they have to be some sort of genius. The basic metacognitive strategies include 1 connecting new information to former knowledge; 2 selecting thinking strategies deliberately; and 3 planning, monitoring, and evaluating thinking processes Dirkes, Experts have highly developed metacognitive skills related to their specific area of expertise. If students in a subject area are to develop problem-solving strategies consistent with the ways in which experts in the discipline approach problems, one important goal of advanced study should be to help students become more metacognitive.

Schoenfeld, , Having students construct concept maps 2 for a topic of study can also provide powerful metacognitive insights, especially when students work in teams of three or more see Box for a discussion of concept maps. Individuals are born with potential that develops through their interaction with their environment to produce their current capabilities and talents.

Thus among learners of the same age, there are important differences in cognitive abilities, such as linguistic and spatial aptitudes or the ability to work with symbolic quantities representing properties of the natural world, as well as in emotional, cultural, and motivational characteristics. Additionally, by the time students reach high school, they have acquired their own preferences regarding how they like to learn and at what pace.

Thus, some students will respond favorably to one kind of instruction, whereas others will benefit more from a different approach.

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Annex illustrates some of the ways in which curriculum and instruction might be modified to meet the learning needs of high-ability learners. Appreciation of differences among learners also has implications for the design of appropriate assessments and evaluations of student learning. Students with different learning styles need a range of opportunities to demonstrate their knowledge and skills.

For example, some students work well. Concept maps are two-dimensional, hierarchical representations of concepts and relationships between concepts that model the structure of knowledge possessed by a learner or expert. The constructivist epistemology underlying concept maps recognizes that all knowledge consists of concepts, defined as perceived regularities in events or objects or their representation, designated by a label, and propositions that are two or more concepts linked semantically to form a statement about some event or object.

Free software that aids in the construction of concept maps is available at www.

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