Sublime

active engagement. Converging results from diverse fields suggest that a passive organism learns little or nothing. Efficient learning means refusing passivity, engaging, exploring, and actively generating hypotheses and testing them on the outside world.

According to this theory, learning is reasoning like a good statistician who chooses, among several alternative theories, that which has the greatest probability of being correct, because it best accounts for the available data.

in the vast majority of cases, and as soon as learning concerns high-level cognitive properties, such as the explicit memory of word meanings rather than their mere form, learning seems to occur only if the learner pays attention, thinks, anticipates, and puts forth hypotheses at the risk of making mistakes. Without attention, effort, and in-depth

Learning means trying to select the simplest model that fits the data. Suppose I show you the top card and tell you that the three objects surrounded by thick lines are “tufas.” With so little data, how do you find the other tufas? Your brain makes a model of how these forms were generated, a hierarchical tree of their properties, and then selects

Learning, in this sense, therefore means managing an internal hierarchy of rules and trying to infer, as soon as possible, the most general ones that summarize a whole series of observations.

fact, “Writing for Learning” is the name of an “elaboration method” (Gunel, Hand, and Prain 2007). But there is a caveat. Even though elaboration works verifiably well for deep understanding,

areas. Research shows that explicit teaching, with alternating periods of explanation and hands-on testing, allows children to develop a much deeper understanding of the Logo language and computer science.