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Educational Processes and Organizational Learning
- Challenge: Individual and organizational learning skills fail to grow in relation to the complexity of the work environment.
Persistent t1-behaviors play a role in the development of any skill, whether or not that skill is acquired within the confines of a formal educational environment. The human brain has multiple mechanisms for storing information. Whether that information takes the form of a new language capability or a new tennis stroke, the recording of the complex behavior is a product of the slow development of new neural connections and incremental changes in the brain. The ability to respond to both formal and informal mentoring behaviors is a core cognitive capability. We are built to acquire, grow and transmit knowledge.
How consistent are current approaches to education with what we know about human cognition and t1-processes of skill development? In what contexts do students learn how to master a domain of knowledge through a discipline of sustained mental and physical engagement over time? There is much to be learned from great artists who have mastered their craft, instrument, or sport. Persistent t1-behaviors are involved in both the athlete’s mastery of the golf club’s swing and the development of the scientist’s ability to understand the golf ball’s turbulent flight. The time-behavior approach can be used to analyze how an infrastructure can be formed to support fundamental learning behaviors.
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