Serendip is an independent site partnering with faculty at multiple colleges and universities around the world. Happy exploring!

Home › Brain Behavior Institute - Session 15 ›

Reply to comment

Paul Grobstein's picture

scientific story telling, reflective learning

Submitted by Paul Grobstein on Thu, 07/17/2008 - 7:52am.

From yesterday's session, a few notes for myself and anyone else interested ...

How does one adjudicate among "scientific" stories?

  • Number of observations summarized
  • Shareability of the story
  • Generativity of the story

An important point about "science" is that the first thing one asks about a story is not how it relates to other stories one knows but rather what are the observations on which the story is based. THEN one asks how it relates to other stories, what it implies. Call this, perhaps, radical empiricism? Note that this doesn't make observations foundational; they too are "stories". But it does make it possible at any given time to dissect more clearly what people agree or disagree about: the observations or the interpretation of them.

There is a need to distinguish between "learning" and "reflective learning." One goes on all the time, without any particular need to encourage it or have schools for it. And it should be given more attention in schools. It is reflective learning that, perhaps?, needs schools. Make the difference clearer? Further consider its implications?

Reply

The content of this field is kept private and will not be shown publicly.
To prevent automated spam submissions leave this field empty.
16 + 3 =
Solve this simple math problem and enter the result. E.g. for 1+3, enter 4.

Remote Ready Biology Learning Activities

Scanning electron microscope image of SARS-CoV-2

Remote Ready Biology Learning Activities has 50 remote-ready activities, which work for either your classroom or remote teaching.

Narrative is determined not by a desire to narrate but by a desire to exchange. (Roland Barthes, S/Z)

What's New? Subscribe to Serendip Studio