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Group theory and perspectives Mathematician Tom McCabe’s legendary work in cyclomatic complexity in software has led to even more impactful explorations into human consciousness as founder of the Expanded Consciousness Institute.  There he developed the McCabe Prism(TM), a tool for looking at problems and solutions through the six lenses of the Dihedral Group of Order Six.  See: http://www.expanded-
Creative sketching While writing is a primary way to express your knowledge, if you haven’t already done so, you should consider sketching and drawing. While there are many resources available on this topic, one of our favorites is architect and world traveler Errol Hugh, who never goes anywhere without his sketchbook.  We love the central theme of his work, which is: “Life is made of Time; having the mental space to reflect.” While taking a sabbatical from his practice as a world-renowned architect, he authored two books which contain hundreds of sketches and the stories and reflections behind them: The Act of Creative Sketching, published by mmcmcreations, 2012: A Personal Journey Through Sketching: The Sketcher’s Art, published by Proverse, Hong Kong, 2009 You can check out his blog at:
Deep Learning Resources
Capturing & expressing knowledge
Expressing your knowledge about a particular topic can be a daunting challenge.  How do you know if you’re providing too little detail, or too much? Dr. John Lewis gives you lots of ways to think about codifying knowledge in his book: The Explanation Age (3rd edition), 2013: It contains numerous templates and examples, plus a model he calls the “innate lesson cycle.”  This resource will help guide you through the various phases of discovery, ranging from disrupting the status quo, through ideation, designing and implementing change.  He also provides ways to capture and express the thinking behind an idea, including ways to convey what options were considered along the way, something that is very rarely captured in practice.
Knowledge sciences Drs. Alex and David Bennet are the co-founders of the Mountain Quest Institute, which contains a treasure trove of research into the knowledge sciences.  While there are many definitions of knowledge, we prefer theirs, which is: “the capacity (potential or actual) to take effective action.” You can dive as deeply as you want by reading their new book, co-authored with Dr. Joyce Avedisian: The Course of Knowledge, MQIPress, 2015: See also: Knowledge Mobilization in the Social Sciences and Humanities, MQIPress, 2007.
Knowledge and learning spaces
For a complete (and very deep) reference on knowledge spaces and learning spaces, along with learning assessments, we recommend the book, Knowledge Spaces: Applications in Education, by Jean-Claude Falmagne, et al., eds., Springer, 2013: A shorter version is provided in the paper: Science_Behind_ALEKS.pdf Two visual tools we use to build knowledge spaces are TheBrain and MindManager These are commercial products you can purchase at reasonably low cost.  If you’re among the more tech-savvy, you might want to try using a free, open source tool such as C-Map 
Learning environments One of our favorite thought leaders in this large and growing area of research is David Thornburg, who uses the campfire, watering hole, cave, and life as metaphors for learning spaces: From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning Environments, Jossey-Bass, 2014. We’re also influenced by the work of our colleague Dr. Dan Holtshouse, whose Workplace of the Future framework looks at four types of environments for living, working and learning: 1) physical space; 2) information space; 3) organizational space; 4) cognitive space: umn/The-Future-of-the-Future/The- Future-of-the-Future-The-future- workplace-15811.aspx  and “Knowledge Work 2020: thinking ahead about knowledge work,” On the Horizon, Vol 18, Number 3, 2010.
Neuroscience of deep learning Like many areas of research, scientists differ widely in their views on how to model the brain and its functions.  Much of our work is based on the late Karl Pribram, whose holonomic model posited a stratified structure in which stable memory elements are formed at the level of conscious awareness (surface learning), while base elements of memory (engrams) occur at a deep level, separated by an epistemic gap: Non-locality and Localization: A Holographic Hypothesis About Brain Functioning in the Processes of Perception and Memory, Syrlergetics and Psychology, Issue 1: Methodological Issues, Moscow, MGSU Union, 1997, pp. 156-183. and Brain and Perception: Holonomy and Structure in Figural Processing, Lawrence Erlbaum Associates, 1991. Many of Pribram’s 700 published papers can be found at: a-papers/ Dr. Paul S. Prueitt worked with Pribram and formulated a theory of learning patterned after observations of immune system behaviors, whereby repeated activity at the surface level of conscious awareness inhibits learning at a deep level, inducing an acquired learning disability: Continuous Analogs to Discrete Dynamical Systems with Application to Modeling Biological Response, Hampton University, 1989. also: Individually Directed Inquiry: Foundational Concepts and Challenges, R. L. Moore Legacy Conference, 2014.
Self-directed learning
Self-directed inquiry was the preferred approach to education prior to the nineteenth century.  An insightful look into its practice during the enlightenment and how it influenced the American Founders can be found in the paper: Huey B. Long and M. L. Ashford, Self-Directed Inquiry as a Method of Education in Colonial America, The Journal of General Education, The Pennsylvania State University Press, Vol. 28, No. 3 (Fall 1976). See also: International Journal of Self- Directed Learning, and the International Society for Self- Directed Learning (ISSDL)
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