● Biology Teacher (11–18)
● Author of Teaching Meaning, Difference Maker, and Biology Made Real
● Drawing on enactive cognitive science for teaching
Blog: https://christianmooreanderson.com/
Christian Moore-Anderson
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Well, debating teacher autonomy versus teaching consistency is all the rage on LinkedIn, apparently.
But when a well balanced post is written, hardly anyone reads it. People still want one-sided hot takes, it seems.
christianmooreanderson.com/the-problem-...
I'm finishing off my post on the difference between knowledge and understanding.
I'm convinced that the problem teachers have with explaining this distinction begins with the assumption that they are things we *have*.
I've finally gone with "enactivism" in a description.
It's tough to find a way to demarcate my work from other cognitivist movements,
But show that I stay within contemporary cognitive science,
And not use a label people probably don't know.
But hey! The difficulties of novelty.
I'm running a book giveaway over on LinkedIn, and this is my line:
"Beyond the stagnant debate between traditional transmission and progressive constructivism, Teaching Meaning offers a third way: a fresh vision rooted in enactivism."
www.linkedin.com/posts/christ...
5/5 Other mechanisms sit elsewhere in that space. Rather than sanctioning the undesirable once it has happened, they may simply exclude it, making the bad outcome hard to reach instead of merely punishable.
Full article: www.linkandth.ink/p/regulation...
