Educating the Developing Mind: Towards an Overarching Paradigm |
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| Authors: | Andreas Demetriou George Spanoudis and Antigoni Mouyi |
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| Institution: | (1) Department of Psychology, University of Cyprus, P. O. Box 537, 1678 Nicosia, Cyprus;(2) Center for Educational Research and Evaluation, Nicosia, Cyprus |
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| Abstract: | This essay first summarizes an overarching theory of cognitive organization and development. This theory claims that the human
mind involves (1) several specialized structural systems dealing with different domains of relations in the environment, (2)
a central representational capacity system, (3) general inferential processes, and (4) consciousness. These systems interact
dynamically during development so that changes in each are related to changes in others. The changes in all systems and the
change mechanisms are described. This theory integrates research and theorizing from cognitive, developmental, and differential
psychology. Based on this theory, a model for education is proposed that specifies, first, educational priorities for different
phases of development according to the cognitive developmental milestones associated with each phase. The theory also specifies
how education can educate students to (1) construct mental models for the sake of conceptual change, (2) use their central
representational capacity efficiently, (3) advance analogical and deductive reasoning, (4) learn how to learn, and (5) become
critical and creative thinkers. The theory is offered as an overarching paradigm for the architecture, the development, and
the education of the human mind. |
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