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Towards a Natural Learning Process?
Romans Vitkovskis
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DOI:10.17265/2161-623X/2024.05.002
Latvian Education Foundation, Riga, Latvia
Many different methods and teaching tools have been developed to teach different subjects, but the enormous consumption of resources has not resulted in tangible improvements in the quality of teaching. For a long time, and still today, the prevailing idea is that someone teaches someone something, not that someone helps someone learn. There could be tangible progress if there was a notion of cognition, memory, and thinking. Then both the methods and the means could be adapted. Everything up to now has been mostly based on experiments, observation, and statistics (psychology, pedagogy, etc.). To find out what can be done to improve and accelerate learning, an empirical model of cognition, memory, and thinking, which are necessary conditions for the ability to learn about the world around us, has been developed. There is a natural learning process that most people go through early in life, learning about nature and society. It has been observed that this process has been and is largely based on similarity, which is also an essential part of the empirical model. This suggests that similarity is one of the main tools for learning. The aim of this paper is to show that it is possible to approximate the natural learning process using insights from an empirical model and to give practical examples based on this model.
similarity, comprehension, models, learning, recognition
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