A cognitive journey
“I almost wish I hadn’t gone down that rabbit-hole — and yet — and yet — it’s rather curious, you know, this sort of life!” — Lewis Carroll, Alice’s Adventures in Wonderland (1865)
The pathways of learning, when lacking curiosity and the opportunity to engage or explore alternative trajectories, limit our growth and development. Drawing on social ecological models, as discussed by Evans (2019), show that thriving learning environments depend on interdependent relationships.
Effective engagement and curiosity are critical, whether through interconnected microsystems that stimulate impactful learning (Peterson, 2020), or structural influences and systems that drive exploration (Weaver-Hightower, 2008), ultimately these dynamic forces enhance learning outcomes.
Incorporating these principles, my exploration on how the brain assimilates and processes information, enriches my understanding of the learning process, and its interplay with cognitive development.
Evans, K. (2019). Learning ecologies at work. In Ecologies for learning and practice (pp. 163–176). Routledge.
Peterson, E. G. (2020). Supporting curiosity in schools and classrooms. Current Opinion in Behavioral Sciences, 35, 7–13.
Weaver-Hightower, M. B. (2008). An ecology metaphor for educational policy analysis. Educational Researcher, 37(3), 153–167.
