One of the things that I have noticed in recent years is the proliferation of what I call ‘alternative realities’.
In classical learning theory, it is believed that when someone confronts evidence that runs counter to that person’s prior knowledge, a state of cognitive dissonance occurs in the mind of the learner which only goes away when the learner’s knowledge structures have been adjusted to accommodate the new information.
This model of learning underlies what are known as ‘inquiry’ methods of teaching science where the teacher, having an understanding of what her students are likely to erroneously believe about some phenomena (such as electricity), deliberately sets up experiments for them to do whose results will directly confront their misconceptions, thus forcing the student into the difficult process of re-evaluation of what they already believe. By repeatedly going through this process at different levels of sophistication and context, the hoped for transformation is that the student develops an experiential understanding of the ‘true’ theory that the teacher is trying to teach.
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