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The dilemma is that on the one hand it seems that understanding somesubject (say understanding photography, or understanding mechanics in physics,or understanding rate-time-distance problems in math or understanding baseball)means you know some finite set of propositions about it -- propositionsof the sort that appear in textbooks to explain that subject along withall the propositions good teachers might give as additional informationwhen students raise questions or make mistakes. Moreover, it seemsthat students who do gain understanding have done so by reading or hearingsuch propositions, perhaps along with some other propositions they havefigured out for themselves as they thought about the topic, worked problems,etc. Surely, there are not an infinite set of such propositions thatpeople have to learn in order to understand the topic. If a personwho understands a topic tells all he knows about it, wouldn't knowing allthose things then be the same thing as understanding the topic?

Understanding Understanding - garlikov

Understanding "Understanding" or What It Means To "Understand" Something

Perception | Definition of Perception by Merriam-Webster

3) Also, there will simply be times when one will not focus on somethingone needs to be attending to. In another essay, in a different contextI give some of fairly simple problems that are designed to trick people into givingthe wrong answers about issues they may perfectly well understand becausethe problems psychologically get you to focus on the wrong things eventhough in some sense you know better. There are many such "brainteaser" problems and there are many more such things that occur in normallife quite naturally. Understanding what is necessary to solve aparticular problem at a particular time does not mean one will always beable see at that time that the problem fits the relevant things one knows. When I first bought a close-up attachment set for my camera -- a set oflenses that allow you to photograph relatively small objects from closerthan you can focus with a normal lense -- I went out in search of subjectmatter to try them. I was in a vacant, uncared for field near whereI lived and in it stood a fairly tall, particularly pretty Queen Anne'sLace -- a flowering plant with a horizontal flat flower that resemblesa round piece of finely made lace material. I got it in my head thatit would be neat to photograph it with the sun coming through the flower,so I got down on the ground to shoot up from under it toward the sun. I could not get down low enough on my stomach to get the angle on the sun,so I turned over on my back, and shinnied under the plant. The sunwas still too high in the sky and the plant to short for me to get theangle I needed. I decided I would have to come back later when thesun was lower and I did not have to be directly under the plant in orderto have it be between the camera and the sun. As I started to walkaway, I realized that since this was just a weed in an unused field I couldsimply pluck it, and hold it up where I needed to. I did that. But I felt totally stupid that I had not thought of that immediately insteadof spending ten minutes crawling around in the dirt trying to get sufficientlyunder the plant. It was not that I did not understand I could haveplucked the weed to put it above my camera; it was that I was focusedon getting my camera under the plant and didn't think about moving theplant instead of my camera.

Higher & Continuing Education

is known for its multicultural elements and is inclusive in its casting, incorporating roles for disabled people, young people, senior citizens, Hispanic actors, black actors, and others. As recalled by CTW advisor Gerald S. Lesser in his book this integration initially led the Mississippi State Commission for Educational Television to ban the series, as did other states, though it was eventually reinstated. Mutual tolerance and cross-cultural friendship is also conveyed through the Muppet characters, who come in a variety of sizes, shapes and colors and range from the humanoid to various animals to , , , and all of whom, especially the Grouches, have their own unique perspectives and ways of communicating with their neighbors. Yet they all manage to live in relative peace and harmony, setting an example for child viewers not to prejudge others.

To Succeed as an Entrepreneur, Know Your Customer - Forbes

Hearing problems are also commonly related to delayed speech. That's why an audiologist should test a child's hearing whenever there's a speech concern. Kids who have trouble hearing may have trouble articulating as well as understanding, imitating, and using language.

Why Students Think They Understand When They ..

Then it takes insight into both the topic and the student's particularobstacle to seeing it, to try to devise an explanation or a technique thatwill help the child get past that obstacle. Often this involves tryingto unleash the student's powers of insight or to focus it on some aspectof the phenomena that is causing the stumbling block. Again, thisis an art. Group instruction to teach understanding to individualsworks when the understanding of different students is unleashed by thesame things, or when the teacher says or does enough different things inteaching so that each student's power of understanding will be fosteredor guided by at least one of those things. There are some techniques,such as the Socratic Method, which seem to unleash and focus students'understanding more effectively than others. But good lecturingcan also do that in many cases. There are lecturers who are far moreeffective at fostering understanding than others. Lecturing doesnot need to mean simply standing before a group stating propositions whichstudents put into their notes. Lectures can also ask questions, raiseissues, arouse cognitive dissonance by seeming to contradict themselvesor by seeming to contradict what is obvious or what is conventional wisdom. A good lecture can stimulate thinking and focus it in particular ways,not put it to sleep. And in teaching for understanding, it is thefocused stimulation of thinking that is important. The reason knowledge,in areas that require understanding, not just factual information, is notsomething that can be "poured into" students by teaching them particularfacts is that such knowledge simply is not those particular facts. It is the insight into what makes those facts be true. And it isthe insight that those facts try to convey.

Why Children Still Need to Read (and Draw) Maps | …

In chemistry, my younger daughter was having difficulty understandingthe concept of mols, which is the number of particles (atoms or molecules)that make up the atomic or molecular weight of an element or compound ingrams. I explained it to her just about every which way I could,using examples from grapes to bowling balls to just about any kind of weight-versus-quantitynotion or relationship I could think of. She could almost "see" it,but not quite. Each time she thought she had it, I would ask a questionabout a some different kind of case, and she would mess it up and get thewrong answer. She was trying, and she is intelligent, but it justwasn't quite sinking in. It was getting funny for her and me becauseof the way we interact about these kinds of things and because we bothknow she is smarter than I am and so if I can see it, she knows she oughtto be able to see it too. She also could tell it probably wasn'tthat difficult and that she was really close to seeing it, but just couldn'tquite get over whatever conceptual hump was keeping her from it. At one point, partially out of excitement and partially out of frustration,but more out of trying to lighten up the situation a little, when she gotit wrong again by making a particular kind of conceptual mistake, I yelledat her something like "NO! NO! NO! you nitwit! [She knowsI am kidding when I call her these kinds of names; we do that to each otherwhen we get into one of these kinds of situations or when one of us makesan obviously understandable mistake.] You are still thinking of it as... instead of as...!" My wife came into the room to ask whyI was yelling and calling her names, and I said calmly "I am just teaching;this concept is difficult and requires some yelling to get it across. Don't you know anything about teaching?" (She has a PhD in education.) The yelling was to try to get my daughter to focus on a certain aspectof what I was trying to show her, and to get her to mentally regroup insome way, in order to get her to make that intellectual leap that is betweenjust knowing what has been said and seeing it or understanding it. She finally got it, and then she could work all the problems and answerall my subsequent cases. Neither she nor I could tell what the differencewas between knowing and not knowing, but it was not an issue of her havinglearned any new propositions. It was about her being able to seewhat the propositions were trying to point out. In the introductionto the I give about "mols", I also say there that it is not just reading whatI have written but it will take thinking about what I have writtenin order to understand the concept because the concept is actually quitestrange. In a sense it is more strange than it is complex, and itis its strangeness which makes it difficult. Once you see the concept,however, the problems that involve it are fairly easy to work.