El Principito

Qué lindo recordar al Principito!

Nos faltan ejemplos de emprendedores!

http://www.alecoxenford.com/2008/02/nos-faltan-emprendedores-porque-nos-faltan-ejemplos-de-emprendedores.html

Learning 2.0

El profesor John Seely Brown habla sobre la revolución de la educación abierta y el learning 2.0. Un enfoque que nos permite replantearnos sobre el futuro de la educación y el rol del docente.




Conceptos que me quedaron dando vueltas:

Learning to be/Learning about
I am what I've created (the creation of meaning and identity has changed)
Long tail concept
community of practice
Innovation/Imagination/Inspiration (we have focused too much in creativity and not in imagination)
The learning loop
Proams: Professional amateurs

Aprendiendo a usar wikis

Las puertas de la percepción

La función del cerebro, el sistema nervioso y los órganos sensoriales es principalmente eliminiativa, no productiva. Cada persona, en cada momento, es capaz de recordar cuanto le ha sucedido y de percibir cuanto está sucediando en cualquier parte del universo.

La función del cerebro y del sistema nervioso es protegernos, impedir que quedemos abrumados y confundidos por esta masa de conocimientos en gran parte inútiles y sin importancia, dejando fuera la mayor parte de lo que de otro modo percibiríamos o recordaríamos en cualquier momento y admitiendo únicamente la muy reducida y especial selección que tiene probabilidades de sernos prácticamente útil. Conforme a esta teoría, cada uno de nosotros es potencialmente Inteligencia Libre. Pero, en la medida en que somos animales, lo que nos importa es sobrevivir a todo costa. Para que la supervivencia biológica sea posible, la Inteligencia Libre tiene que ser regulada mediante la válvula reducidora del cerebro y el sistema nervioso.
Para formular y expresar el contenido de este reducido conocimiento, el hombre ha inventado esos sistemas de símbolos y filosofías implícitas que denominan lenguajes.

Cada individuo se convierte en seguida en el beneficiario y la víctima de la tradición lingüística en la que ha nacido.

Aldous Huxley, Las puertas de la percepción

The title comes from William Blake's The Marriage of Heaven and Hell:

"If the doors of perception were cleansed every thing would appear to man as it is, infinite. For man has closed himself up, till he sees all things through narrow chinks of his cavern."

Dharma: El camino

Budha called his teaching Dharma. It is the path you tread when you understand the Four Noble Truths. Dharma is an old Hindu term that the Bhagavd Gita uses in contrast to Karma. When Budhism spread to China and mixed with Tao to form Zen, Dharma gave way to its Chinese equivalent: Tao. Tao is the path of Dharma. It means both the particular right path - your strategy - that you follow in any circumstance and the general discipline of always following the right path. You follow Dharma - Tao in a particular moment but also throughout your life. Rather than pick either of these names, let's call it by the usual translation of "Tao" into English: the Way.

The Way avoids a certain kind of conflict: Karma versus Dharma. You must find a Dharma that fits your Karma. Your Karma is the full set of circumstances the universe presents to you that are beyond your control. Your Dharma is your own set of thoughts and actions. These are within your control. You find your Way by sorting out what what exactly is withing your control rather than what you most desire. You do what you can, not what you want. Your Dharma follows your Karma, not your desires.


I had few really definite ideas, and the reason for this was that, instead of obstinately seeking to control circumstances, I obeyed them.

The fact was that I was not a master of my action, because I was not insane as to attempt to bend events to conform to my policies, I bent my policies to accord with the unforseen shape of events.
Napoleon

Beginner's mind is exactly Von Clausewitz's presence of mind. It does not mean that you fail to master your craft. It is a step beyond mastery, when you clear your mind of all you know the moment you step onto the field of battle. Otherwise, you carry thoughts into the battle based on the wrong karma. You cannot fully know what forces are in play in the battle - what moves you will need, what goal you must set - until you reach the moment of the battle itself. And as all life is a battle - that is, a field for action of some kind - you aim to achieve beginner's mind as a permanent mental state.

William Duggan, Strategic Intuition, 75.

Problem solving

Gary Klein observa un patrón general entre los expertos. Ellos no definen un objetivo primero y luego planean las actividades para llegara ese objetivo. Sino que las acciones y el objetivo llegan juntos:


"What triggers active problem-solving is the ability to recognize when a goal is reachable. There must be an experiential ability to judge the solvability of problems prior to working on them. Experience lets us recognize the existence of opportunities. When the opportunity is recognized, the problem solver working out its implications is looking for a way to make good use of it, trying to shape it into reasonable goal."

Gary Klein, Sources of Power, 125.

Simon found that expert chess players do consider multiple options, but in sequence, not all together. They think through the first option that strikes them as promising. In thinking it through they might see a major flaw and give it up. Or it suffices and they go ahead and do it. If they give up, they think through the next option that strickes them as promising. And so on through the game. They don't compare several options against each other. And where does each option come from? They recognize elements from previous games the have seen or played. Simon explained:

In particular, recognition of familiar patterns is a major component of expert skill, and experts can consequently replace a great deal of heuristic search with solutions, or partial solutions, thay they discover by recognition. Moreover, problem solving by recognition has all the characteristics of what is usually called "intuitive", "judgmental", or even "creative" problem solving. The experimental data show that masters and grandmasters search very selectively, using their recognition of cues to guide the selectivity. They search the right part of the space of possible move sequences, achieving great computational efficiency.
Herbert A. Simon, Models of thought: Volume 2