on learning

You sure do know a lot!

I'm rather thirsty for learning.
Amazing, how do you do that?
I only live once, I don't want to come back!

anselm23 said:

Two of the things I learned at the Learning & The Brain Conference at Avon Old Farms this year was the importance of learning cycles, and the value of face-to-face time. The brain takes in 4,000,000,000 bits of information per second through the sensorium of hearing, touch, taste, smell, sight, and kinetics.

The RAS processes this information (compresses it or filters it, we don't know) down to 2,0000 bps, and then the Amygdala analyzes it for stress or danger. If there's no stress or danger, the brain turns on its own reflective mode, and learning can occur, as the brain releases dopamine and seretonin, and a host of other neuro-chemicals to activate first working memory, and then long-term memory.

However, that cycle is short; you only have about 6-8 minutes of time before the neurotransmitters get re-absorbed and the mind begins to become bored. The only way to stimulate it is with a new burst of novelty that is neither stressful nor dangerous (to keep the Amygdala placated and happy).

Hence, the need to use Visual (V), Auditory (A) and Kinesthetic (K) methodologies to create novel, happy experiences so that the brain remains in a relaxed, happy, multisensory mode for a 40-minute period — the average length of a class at my school. Furthermore, there must be a priming — through homework, through classroom modification, through exposure to art, and through exposure to vocabulary — beginning a month to six weeks before the material is taught in the classroom.

Once in the classroom, this chart comes into play, quite literally. The priming feeds the cloud of energy that could/should occur in the classroom. Novelty initiates the first lesson, which encourages the students to learn by playing with, and then reviewing, a new concept every six-to-eight minutes. In a 40-minute class, this should happen 5-6 times. Furthermore, by combining this path of learning in the classroom with Ned Hallowell's FIVE STEPS of learning, any student (EVERY student) can in fact connect-play-practice-'master'-and-be-recognized in a 40-minute period. If I as the teacher am aware that the first 8-minute period is devoted to trying to get everyone to connect to the classroom's Daily Main Idea, then everyone should get connected. The second 8-minute period is about playing with a new concept or skill. The third is about practicing that new skill; the fourth is about working that skill to become much better at it. The last 8-minute period is about reviewing the day as a whole, and recognizing each student for what they have accomplished that day.

Then there follows a period of reflection or fermentation, where the student isn't in your class, but is interacting with and connecting to other ideas. The ideas bubble into long-term memory, and then have a chance to re-emerge during that night's homework. With luck, the ideas explored in class and in homework then are explored in dream that night — when we do a substantial part of the processing of information and data. Further, the homework ideally contains some element that primes the learning for a lesson in the next week, and the next month.

How long/deep is a crisis
historically informed perspective

Broadly speaking, financial crises are protracted affairs. More often than not, the aftermath of severe financial crises share three characteristics.

First, asset market collapses are deep and prolonged. Real housing price declines average 35 percent stretched out over six years, while equity price collapses average 55 percent over a downturn of about three and a half years.

Second, the aftermath of banking crises is associated with profound declines in output and employment. The unemployment rate rises an average of 7 percentage points over the down phase of the cycle, which lasts on average over four years. Output falls (from peak to trough) an average of over 9 percent, although the duration of the downturn, averaging roughly two years, is considerably shorter than for unemployment.

Third, the real value of government debt tends to explode, rising an average of 86 percent in the major post–World War II episodes. Interestingly, the main cause of debt explosions is not the widely cited costs of bailing out and recapitalizing the banking system. Admittedly, bailout costs are difficult to measure, and there is considerable divergence among estimates from competing studies. But even upper-bound estimates pale next to actual measured rises in public debt. In fact, the big drivers of debt increases are the inevitable collapse in tax revenues that governments suffer in the wake of deep and prolonged output contractions, as well as often ambitious countercyclical fiscal policies aimed at mitigating the downturn.

The Aftermath of Financial Crises
Carmen M. Reinhart
University of Maryland. NBER and CEPR
Kenneth S. Rogoff
Harvard University and NBER
...ever get amazed by how far wrong idea(s) can lead us before changing course? People even build systems round such ideas and congratulate themselves for their (temporary) internal consistency.

On the other hand, has it ever been anything but (later-proven as) wrong ideas leading us from here to there?

… Because being alone

Has penetrated the bone,

I have misplaced the meaning

of pleasure; displaced

the measure of its loss.

Because being lost

has become my treasure,

daily I grow more flagrant

in my courtship of vagrant nowhere …

Louis Nordstrom