NDLI: The cognitive revolution and its implications for creating knowledge tools needed in achieving a sustainable society

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Proceedings 1995 Interdisciplinary Conference: Knowledge Tools for a Sustainable Civilization. Fourth Canadian Conference on Foundations and Applications of General Science Theory

Priorities for a sustainable civilization

Knowledge and sustainability: can the planet survive human cognition?

The tragedy of the global commons: dynamic aspects of a knowledge ecology and sociocultural entropy

The rational choice and systemic paradigms compared

The politics of sustainability

Is the UN-organisation a lost case? The vulnerability of devotional and the invulnerability of aggressive relationships

Sustainable use of agricultural ecosystems: an optimum control problem

Group problem solving: if we could save the Earth, how would that be done?

Plutonium-is any non-zero quantity sustainable?

Knowledge tools for UN peace-keeping: developing the global watch

Modern money-information, a sustainable civilization and systems pedagogy

Institutions for a sustainable civilization: negotiating change in a technological culture

Sustainability by design: education for the designed environment

When science calls religion

A Christian response to the world scientists' warning to humanity

Uniting people through language and mind cultivation: a Buddhist response to the world scientists' warning to humanity

Sustainability theory and the design of knowledge tools

Operationalizing sustainable development in a technology choice context: moving from theory to practice

The role of energy efficiency in sustainable development

Knowledge tools supporting the concept of industrial ecology

Acceleration, smoke and consequences. A disorder of orders

Social contracts and multinational corporations: knowledge tools to promote sustainable civilization

Multinational corporations and their enablers

Philosophy for sustainable society??

Prolegomena to problemology (definition of social problematics)

The correspondence between ontology and environmental attitudes

Preservation and conservation: separate disciplines, common goals

The correlation between philosophy, science, energy and world sustainable civilization

The cultural synergy model: a knowledge tool for the 21st Century

The cognitive revolution and its implications for creating knowledge tools needed in achieving a sustainable society

The influence of scale [in sustainable human activity]

Understanding and achieving sustainable systems through contingency planning and education

Using communications technology for cross cultural training and development: the participatory developmental education model

Multiple-perspective co-channel communications as a knowledge and attitude reform tool for a sustainable civilization

Communicatics and communicationism as knowledge tools for a sustainable civilization

Sustainability, knowledge tools and the ethos of the Internet

The citizen, the expert and wisdom in the virtual workspace

Turning toward the integrative: a colloquium on integrative study

Institutional tools for change

Human civilization and the main tool dimensions

The cognitive revolution and its implications for creating knowledge tools needed in achieving a sustainable society

Content Provider	IEEE Xplore Digital Library
Author	Miller, J.L.
Copyright Year	1995
Description	Author affiliation: Knowledge-Net, Toronto, Ont., Canada (Miller, J.L.)
Abstract	The last 30 years have witnessed a qualitative change in our conception of how people learn (usually called the "cognitive revolution"), so that we think today not only in terms of acquiring discrete facts and skills but also in far more powerful terms of acquiring new ways of thinking. Of particular importance is the process of acquiring the habits of systematic and disciplined inquiry characteristic of organized science. To the social theorist and policy maker, however, the existence of a new, more powerful view of learning is a mixed blessing. Decisions of how best to implement the lessons of the cognitive revolution require technocratic know-how as well as social and political judgment. I discuss the cognitive revolution by offering a comparison of two contrasting views of education that it has produced, which I call "institution-centred" and "person-centred" methodologies. In terms of their pedagogical effectiveness, both methodologies have been shown to be successful, when implemented in a congenial social environment by competent professionals. The essential difference is political. An institution-centered methodology has as side-effect to encourage a greater sense of commitment, loyalty and perhaps even dependence in regard to teachers, educational and social institutions and authority figures in general; in contrast, a person-centered methodology encourages a greater sense of autonomy and self-reliance. Cognitive methods can be useful for policy makers with a wide range of priorities and commitments, if correctly chosen.
Starting Page	235
Ending Page	244
File Size	761422
Page Count	10
File Format	PDF
ISBN	0780333659
DOI	10.1109/KTSC.1995.569179
Language	English
Publisher	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Publisher Date	1995-06-08
Publisher Place	Canada
Access Restriction	Subscribed
Rights Holder	Institute of Electrical and Electronics Engineers, Inc. (IEEE)
Subject Keyword	Animals Psychology Production Educational institutions Cognitive science
Content Type	Text
Resource Type	Article

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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