My son who goes to another school is doing very well. That school works with the development of vital aspects of development, planning, design, thinking, evaluating; everyday there is creation, working together and alone, learning in books and doing. Children work at their own development. This means both individual and cooperative activities. It works!
I read an article today that reflects my ideas on thinking. Brain patterns make noise, says Pouget, but the noise makes sense, he calls it "variability". The noise follows a pattern that can be predicted through Bayesian mathematics. It would explain why intuition appears after some time. It would be the result of an accord between neurons. These Bayesian patterns would make sense without looking as if they make sense.
This remembers me the time I was learning mathematics. One teacher made me sigh and I didn't understand much that year. Another teacher was able to explain the amazing relationships that I failed to see the year before. I learned maths and I learned that who teaches makes a difference and changes whether you perceive yourself as a possible mathematician or not.
Gross (2005) studied responses of children with autism to faces of dogs and humans and found that with autism, children make less global responses and make more errors in recognising emotions than children without autism. This makes me think further...
Is recognition of emotions associated with the same part of the brains as is used in altruism? Is there a connection with global thinking that is located in that area?
