What do we mean by the social mind? In what ways is thinking 'inside your head' also social thinking? How do community and culture shape learning?

I believe a social mind is one that functions with respect to society, community, or people. Community and culture significantly shape learning. If one were to ask about the purpose of living, I would say it is to make sense of the world, to learn, or simply to live a better life. But what exactly is learning? Learning happens all the time. What do we want to learn? There may be certain practices one would like to learn to live better.

In my experiences of both learning and teaching, I have found that the community plays a crucial role. It provides a space to learn from one another—through observation, collaboration, and informal interactions. We learn things that make sense to us and that improve our lives.

There are many tribal communities in India where children learn a variety of songs, dances, agricultural practices, and even how to fetch honey from the forest. But they also learn to develop relationships with the forests, animals, people, and things around them. For example, in one community in Gudalur, South India, adults would help someone building their house, or the entire community would come together to assist with a wedding. When children see all of this, they learn, becoming part of the community and its practices.

• Nidhi Solanki

El cognitivismo social también destaca la importancia de factores como:

- La atención: selección de información relevante.
- La retención: memoria y almacenamiento de información.
- La reproducción: ejecución de comportamientos aprendidos.
- La motivación: incentivos y recompensas que influyen en el aprendizaje.

• Yeimmy Motta

colaboración

• Julian Torres

Humans are social beings. Being part of a group is not only a way of feeling safe. The group we are a part from plays a very important role in who we ultimately become. That being said, by social mind we can understand all the beliefs, habits and thoughts that are shared and taught amongst a group of people. Although we are all free, the environment where we are raised end up shaping our minds. Of course it can be reshaped, but none of us can pass without taking a piece of that social mind.
The same way a baby reproduces behaviours, they also reproduce, many times in an unconscious way, beliefs and opinions. And that's why it's so important that we revisit old ways of thinking about our daily pratices, so we can, for example, make sure seeds of prejudice are not greing roots in the next generations. The social mind means that being part of a group is not much of a choice afterall, but a condition that helps shape our minds regardless our conscious decisions about it. As I said before, it's not unchangeable, of course. But it's essential that we take it into consideration whislt designing a learning journey. Each student, considering their contexts, families, social groups, will have a different start point and also several different impressions and opinions about the world. The key point is understanding that although we are all very particular individual, we are also a product of our environments. Balancing those two conditions might be what we need to find ways to establish an education that trully upholdbus to our maximum potential.1

• Juliana Maia

Collaborative Learning: Processes and Benefits

Collaborative learning is a powerful educational approach that leverages group dynamics to enhance learning outcomes. It involves students working together in small groups or teams to achieve shared learning goals. This method not only encourages active participation but also fosters critical thinking, problem-solving skills, and interpersonal communication.

Processes of Collaborative Learning:

Group Interaction: Students engage in discussions, debates, and joint problem-solving activities. This interaction promotes the exchange of ideas and perspectives.

Shared Responsibility: Each member contributes to the group's success, fostering accountability and teamwork.

Peer Teaching: Students explain concepts to each other, reinforcing their own understanding while helping peers grasp difficult concepts.

Feedback and Reflection: Groups provide feedback on each other's work, encouraging reflection and improvement.

Benefits of Collaborative Learning:

Deeper Understanding: Explaining concepts to others enhances understanding and retention.

Diverse Perspectives: Exposure to different viewpoints enriches learning and promotes critical thinking.

Social Skills Development: Collaboration enhances communication, teamwork, and conflict resolution skills.

Illustrative Example:

In a biology class, students are assigned a project on ecosystem dynamics. They form small groups to research various components of an ecosystem and their interactions. Each group member explores a specific topic (e.g., predator-prey relationships, nutrient cycling) and shares findings with the group. Through collaborative discussions and synthesis of information, students develop a comprehensive understanding of ecosystem dynamics beyond what they could achieve individually.

Collaborative learning not only expands learning beyond individual capabilities but also prepares students for real-world scenarios where teamwork and collaboration are essential.

This update delves into the processes and benefits of collaborative learning, emphasizing its role in enhancing educational outcomes through active engagement, peer interaction, and shared responsibility. It includes a practical example to illustrate how collaborative learning operates in a classroom setting, fostering deeper understanding and critical thinking among students.

• Amina Karim

El cognitivismo social, propuesto por Mary Kalantzis y Bill Cope, ofrece una perspectiva interesante que combina elementos del cognitivismo y del constructivismo social. Este enfoque reconoce la importancia de los procesos cognitivos individuales en el aprendizaje, pero también enfatiza el papel fundamental del entorno social y cultural en la construcción del conocimiento.

Kalantzis y Cope argumentan que el aprendizaje es un proceso activo en el que los individuos interactúan con su entorno social y cultural para construir significados y comprender el mundo que los rodea. En este sentido, el aprendizaje se ve como un proceso social y colaborativo, en el que las interacciones con otros individuos y con el entorno juegan un papel crucial.

Además, el cognitivismo social de Kalantzis y Cope destaca la importancia de la mediación y la herramientas culturales en el aprendizaje. Estos autores sugieren que el uso de herramientas como el lenguaje, la tecnología y los símbolos culturales facilita la construcción de significado y la adquisición de conocimientos.

En resumen, el cognitivismo social de Kalantzis y Cope proporciona una perspectiva integral que reconoce tanto los aspectos cognitivos individuales como los contextuales y sociales del aprendizaje. Su enfoque ofrece una base sólida para comprender cómo se produce el aprendizaje en entornos diversos y cómo se puede mejorar mediante intervenciones educativas que aprovechen el poder del entorno social y cultural del estudiante.

• Liliana Espinosa Liliana

El cognitivismo social, propuesto por Mary Kalantzis y Bill Cope, ofrece una perspectiva interesante que combina elementos del cognitivismo y del constructivismo social. Este enfoque reconoce la importancia de los procesos cognitivos individuales en el aprendizaje, pero también enfatiza el papel fundamental del entorno social y cultural en la construcción del conocimiento.

Kalantzis y Cope argumentan que el aprendizaje es un proceso activo en el que los individuos interactúan con su entorno social y cultural para construir significados y comprender el mundo que los rodea. En este sentido, el aprendizaje se ve como un proceso social y colaborativo, en el que las interacciones con otros individuos y con el entorno juegan un papel crucial.

Además, el cognitivismo social de Kalantzis y Cope destaca la importancia de la mediación y la herramientas culturales en el aprendizaje. Estos autores sugieren que el uso de herramientas como el lenguaje, la tecnología y los símbolos culturales facilita la construcción de significado y la adquisición de conocimientos.

En resumen, el cognitivismo social de Kalantzis y Cope proporciona una perspectiva integral que reconoce tanto los aspectos cognitivos individuales como los contextuales y sociales del aprendizaje. Su enfoque ofrece una base sólida para comprender cómo se produce el aprendizaje en entornos diversos y cómo se puede mejorar mediante intervenciones educativas que aprovechen el poder del entorno social y cultural del estudiante.

• Liliana Espinosa Liliana

1) Когнитивті даму мен тіл қаншалықты табиғи деп ойлаймын. Себебі қоршаған ортамен тығыз байланысты қабылдаудың арқасында . Десекте, ми туралы әлі де оқып біліу керек және ашылмаған деректер бізде өте көп. Қазіргі кезде когнитивті ғылым және неврология деген ғылымдардың арқасында ашылып жатыр.
2) Әлеуметтік ақыл дегенде, біз қоршаған ортада болып жатқан оқиғаларды түсініп қабылдай алу деп ойлаймын.

• Ainur Aibassova

1) Когнитивті даму мен тіл қаншалықты табиғи деп ойлаймын. Себебі қоршаған ортамен тығыз байланысты қабылдаудың арқасында . Десекте, ми туралы әлі де оқып біліу керек және ашылмаған деректер бізде өте көп. Қазіргі кезде когнитивті ғылым және неврология деген ғылымдардың арқасында ашылып жатыр.
2) Әлеуметтік ақыл дегенде, біз қоршаған ортада болып жатқан оқиғаларды түсініп қабылдай алу деп ойлаймын.

• Ainur Aibassova

One concept in constructivism is scaffolding. Scaffolding, as proposed by the psychologist Lev Vygotsky, refers to the support provided by more knowledgeable individuals or the environment to help learners develop new skills or understanding beyond their current level of competence.

An example of scaffolding can be seen in a classroom setting where a teacher assists students in solving a math problem. The teacher might start by demonstrating how to solve a similar problem, providing hints or cues to guide students through the problem-solving process. As students become more proficient, the teacher gradually reduces the level of support until students can solve similar problems independently.

What's insightful about the concept of scaffolding is that it recognizes the importance of social interaction and guidance in the learning process. By providing structured support tailored to the learner's needs, scaffolding can facilitate the acquisition of new knowledge and skills more effectively than if learners were left to figure things out entirely on their own.

However, there are also potential limits to the concept of scaffolding. Critics argue that it may overlook the role of individual differences in learning. Not all learners may benefit equally from scaffolding, and some may require different types or levels of support. Additionally, scaffolding relies heavily on the expertise of the teacher or more knowledgeable peers, which may not always be available or effective in every learning context.

As for recent brain research with implications for learning, a study published in the journal Nature Neuroscience in 2020 examined the role of sleep in memory consolidation. The research found that during sleep, the brain reactivates and strengthens memories formed during waking hours, which is crucial for learning and long-term memory retention.

This finding has significant implications for education because it underscores the importance of adequate sleep for optimal learning and cognitive function. It suggests that promoting healthy sleep habits among students could enhance their ability to learn and retain information effectively. Additionally, it highlights the value of spaced learning and distributed practice, as these approaches allow for more opportunities for memory consolidation during sleep.

• Yuszaizie Mohd Pauzee