Educating the Developing Mind: Towards an Overarching Paradigm

By Andreas Demetriou, George Spanoudis, Antigoni Mouyi. 2011

111 citations recorded by the source corpus.

This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2) a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact dynamically during development so that changes in each are related to changes in others. The changes in all systems and the change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and the education of the human mind.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/327ddb19d2537a958db79e5dcd3ca14c32632ee9

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Citations in the corpus

Domain-general problem solving skills and education in the 21st century (2014, background): “This would enable them to evaluate the differences and the commonalities between the knowledge produced by these disciplines and how this might be relevant when facing new problem situations from a variety of domains (Demetriou et al., 2011).”