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By Conrad P. Pritscher (auth.), Conrad P. Pritscher (eds.)

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Extra resources for Brains Inventing Themselves: Choice and Engaged Learning

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2010, said: “The lesson is that our computers sometimes have to humor us, or they will freak us out. Eric Horvitz—now a top Microsoft researcher and a former president of the Association for the Advancement of Artificial Intelligence—helped build an AI system in the 1980s to aid pathologists in their studies, analyzing each result and suggesting the next test to perform. There was just one problem—it provided the answers too quickly. ” Except for classes that are clearly designed for “training” such as, how to fix washing machines, or repair a laptop computer—let us primarily focus attention on developing the student’s love of learning and open inquiry by providing classroom conditions whereby students can more readily invent their own brains.

Shifts in thinking cause people to do things differently. Many teachers and professors might now consider whether a shift in thinking would be helpful for an increase in powerful learning. We are approaching a punctuated moment, yet we have been trained to wait for others to do something about it. Newness here and there has rarely been found in schooling. What experiment about teaching and learning would equal what Nobel Laureate, Dr. Sam Ting, said about an upcoming physics experiment? ” Searching for something unusual like an educator’s equivalent to a mathematician’s zero would be exciting.

One views his thoughts, feelings, and expectations much as a scientist views experimental data—that is, as a natural phenomenon to be noted, investigated, reflected on and learned from. ” Notice the need for willpower in what they say. Schools and universities could profitably allow and encourage students to be their own experimental subjects, and attempt to more directly develop willpower (an aspect of inventing one’s mindful brainl). This best occurs in a freer, ungraded, responsive atmosphere.

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