ที่ TED มี presentation อันหนึ่งโดย Jonathan Drori เรื่อง “Why don’t we understand as much as we think we do?” — ทำไมเราจึงไม่เข้าใจ(เรื่องใดเรื่องหนึ่ง) มากเท่ากับที่เราคิดว่าเราเข้าใจ
In the introduction, Gladwell lays out the purpose of Outliers: “It’s not enough to ask what successful people are like. [...] It is only by asking where they are from (เจ้าเป็นไผ) that we can unravel the logic behind who succeeds and who doesn’t.”
“…We are far too impatient with people when we assess whether someone has got what it takes to do a certain job. We always want to make that assessment after six months or a year. That’s rediculous, you know? The kind of jobs we have people do today are sufficiently complex that they require a long time to reach mastery. And what we should do is to setup an institution instructor that allows people to spend the time and efforts to reach mastery, not judging them prematurely…”
In psychology and education, a common definition of learning is a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one’s knowledge, skills, values, and world views (Illeris,2000; Ormorod, 1995). Learning as a process focuses on what happens when the learning takes place. Explanations of what happens constitute learning theories. A learning theory is an attempt to describe how people and animals learn, thereby helping us understand the inherently complex process of learning. Learning theories have two chief values according to Hill(2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.
There are three main categories or philosophical frameworks under which learning theories fall: behaviorism, cognitivism, and constructivism. Behaviorism focuses only on the objectively observable aspects of learning. Cognitive theories look beyond behavior to explain brain-based learning. And constructivism views learning as a process in which the learner actively constructs or builds new ideas or concepts.
