The Creation of Knowledge Vs. The Learning of Knowledge
A related issue concerns the traits that enable the creation of biologically secondary knowledge and thus culture and the extent to which these traits overlap with the ability to learn knowledge created by others.
Stated differently, Is the goal of education to have children recreate the process of discovery, to learn the products of discovery, or some combination? Some educators have advocated a focus on the process of discovery without full consideration of the constellation of traits and opportunity that contribute to the creation of secondary knowledge (e.g., Cobb, Yackel, & Wood, 1992). In fact, research on creative-productive individuals suggests that the full constellation of traits that facilitate the discovery and creation of secondary knowledge is rare and not likely reproducible on a large scale (Simonton, 1999a, 1999b, 2003; Sternberg, 1999; Wai, Lubinski, & Benbow, 2005).
Read more about this topic: Evolutionary Educational Psychology
Famous quotes containing the words creation, knowledge and/or learning:
“If they had said that the sun or the moon had gone out of the heavens, it could not have struck me with the idea of a more awful and dreary blank in creation than the words: “Byron is dead!””
—Jane Welsh Carlyle (1801–1866)
“The average Kentuckian may appear a bit confused in his knowledge of history, but he is firmly certain about current politics. Kentucky cannot claim first place in political importance, but it tops the list in its keen enjoyment of politics for its own sake. It takes the average Kentuckian only a matter of moments to dispose of the weather and personal helath, but he never tires of a political discussion.”
—For the State of Kentucky, U.S. public relief program (1935-1943)
“A little learning is a dang’rous thing;
Drink deep, or taste not the Pierian spring:
There shallow draughts intoxicate the brain,
And drinking largely sobers us again.”
—Alexander Pope (1688–1744)