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(C) Mariusz Kakolewicz
Learning as the constructing of knowledge. Consciousness, qualia and information technologies.
Uczenie się jako konstruowanie wiedzy. Świadomość, qualia i technologie informacyjne, Pub.: WN UAM Poznań (2011) [Learning as the constructing of knowledge. Consciousness, qualia and information technologies], Pub.: WN UAM Poznań (2011)
Page numbering of individual chapters from the Polish edition 2011.
The book in English will be available soon at https://www.amazon.com/
Table of content
Introduction 9
1. Civilizational and technological context of educational processes 27
1.1. Digital Born and Digital Immigrants 27
1.2. The impact of technological development on work and education 32
1.3. Cognitarians, information society and education 39
1.3.1. Changes in value systems 45
1.4. In search of a model of education and pedagogical paradigms 49
1.4.1. Education of proletarians and education of cognitarians 51
1.4.2. The need to change the paradigms of pedagogy 59
2. Knowledge, mind, consciousness 64
2.1. Knowledge 65
2.1.1. Knowledge as the goal of learning 65
2.1.2. Subjective knowledge vs. objective knowledge 69
2.1.3. Pre-knowledge 74
2.1.4. Declarative knowledge and procedural knowledge 76
2.1.5. Ignorance and anti-knowledge 78
2.1.6. Explicit knowledge and tacit knowledge 79
2.1.7. Meta-knowledge 84
2.1.8. Organization of knowledge as a hierarchical structure 87
2.1.9. Cognitive Schemas and Structures as a Model of Knowledge in the Mind 91
2.1.10. Knowledge beyond the mind 98
2.2. Mind 100
2.2.1. Mind and Mind Models 104
2.2.2. Information model of the mind 112
2.2.3. Mind as brain 115
2.2.4. Bruner's Culturalism and the Mind as Rhizome 116
2.3. Consciousness 120
2.3.1. Consciousness – attempts at clarification 120
2.3.2. Consciousness and cognitive processes 125
2.3.3. Types of consciousness and memory systems 131
2.4. Qualia 134
2.4.1. Introduction – features of things and features of mental representations 134
2.4.2. Defining qualia 137
2.4.3. The laws of qualia 141
2.4.4. Qualia and knowledge 143
2.4.5. Qualia and emotions 149
2.4.6. Qualia and language 150
3. Theory of qualia in education 154
3.1. Introduction – the importance of qualia 154
3.2. Knowledge vs. consciousness and qualia 156
3.3. Categorization of qualia 163
3.3.1. Direct qualia, sensory cognition and the formation of ideas 163
3.3.2. Qualia recalled /remembered, or secondary 169
3.3.3. Media qualia 172
3.4. Media qualia and simulated knowledge 176
3.5. Qualia and complementary knowledge 180
3.6. Qualia and perception in initiating learning 187
3.7. Qualia and Cognitive Schemas 193
3.8. Qualia and verbal messages 200
3.9. Qualia, emotions and building Motivation 205
3.10. Conclusions of the theory of qualia in education 211
3.10.1. Theory of qualia in education – a reminder of the assumptions 212
3.10.2. Conclusions from the theory of qualia in education 213
4. Theories and concepts of learning 219
4.1. Learning and teaching – defining issues and relationships 219
4.2. Behaviourism and Traditional Education 226
4.2.1. Behaviourism, Programmatic Learning, and Learning Technology 226
4.2.2. Criticism of behaviorism and traditional education 229
4.3. Constructivism as a concept of learning 231
4.3.1. Assumptions of Constructivism 231
4.3.2. Constructivism and the traditional model of education 234
4.3.3. Learning as a process of sharing knowledge 239
4.3.4. Negotiating meanings and scaffolding 243
4.3.5. Constructivism vs. objective knowledge and cognitive dissonance 248
4.3.6. Learning through reflective action and experience 251
4.3.6.1. Reflective Learning Models 253
4.3.6.2. Stimulation of reflection – the reflection spheres model 259
4.3.7. Discovery Learning and Creativity 266
4.3.8. The Concept of Situated Learning 273
4.4. Carl Rogers' Humanistic Pedagogy 279
4.5. Constructivism and the "school at a desk" 283
5. Media and information technologies in the learning process 294
5.1. Analogue and digital media and their role in learning processes 294
5.2. Multimedia in Learning Processes 299
5.2.1. Types of Multimedia 300
5.2.2. Educational values and functions of multimedia 303
5.2.3. Areas of Educational Multimedia Applications 307
5.3. Features of digital information 310
5.4. The Role and Benefits of Media Notes in Learning Processes 315
5.4.1. The Educational Benefits of Text Notes and Hypertext 318
5.4.2. Educational Benefits of Drawing Notes 321
5.4.3. The Educational Benefits of Photo Notes 323
5.4.4. Educational Benefits of Film Notes 327
5.4.5. Educational Benefits of Audio Notes 327
5.5. Portfolio and e-portfolio 329
5.6. The concept of external representations of knowledge structures 334
5.6.1. General conditions of the ERKS concept 334
5.6.2. Assumptions of the ERKS concept 338
5.6.3. Hypotheses of the ERKS concept as a learning strategy 341
5.6.4. Learning by building ERKS 345
5.6.5. ERKS and U-learning 347
5.6.6. Conditions for implementing ERKS 350
5.6.7. Functional features of the ERKS concept 351
5.6.8. Conclusions of the ERKS concept 352
Final remarks 356
Bibliography 365
Netography 389
Learning as the constructing of knowledge. Qualia, consciousness and information technologies (Summary)
Mariusz Kakolewicz
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