
Educating Citizens versus Sheep, Part 8: Path Dependency and Punctuated Equilibriums in Scenario Design
Part 7, in the cognitive load portion of Learning Objectives (LO) discussed stretch learning in the form of the germane cognitive load. Effective germane cognitive loads built into LOs drives learning. Not to delve too deeply into neuroscience, but simplistically, learning happens when neurons in the brain develop new connections.
But if we want to remember and sustain the new skills/concepts, we need to either repeat the learning event several times until the neural connects are stable and well-entrenched or through an even that is significant enough to imprint upon the mind and create deep neural connections.
The first type of stretch learning is like the economic theory of path dependency. Path dependency theory states that if we engage in an activity long enough, we create a path that leads us to continue the behavior. The “path” is the deep and strong neural connections. In order to break the path, we need a punctuated equilibrium event that either breaks the neural paths or creates a newer, stronger set of connections that overrides the original set.
The punctuated equilibrium event is also a form of the second type of learning. This event can be a traumatic event or a deliberately structured trigger event, similar to that used in well-designed initiations. In an initiatic ceremony, the initiation team conveys a message to the initiant, then imprints it on the mind with a dramatic event. For example, in the Fellowcraft degree in Freemasonry, the Master tells the new Fellowcraft:
Tools and implements of architecture, and symbolic emblems most expressive, have been selected by the Fraternity to imprint on the mind serious and solemn truths; and thus, through the succession of ages, have been transmitted, unimpaired, the most excellent tenets of our institution.
This stretch learning can indoctrinate sheep or to educate citizens.
The Rational Actor theory states that people will act in their own best interests. Yet we see white males actively supporting discrimination against white males—seemingly a violation of the Rational Actor theory. How does this happen? In education, it comes through frequent indoctrination of the social justice theories that, over time, build the neural connections to make the student think differently, often against his own best interests. They have done this with punctuated equilibrium events as discussed in Reconstructing History, Part 4: Multiple Punctured Equilibriums.
Stretch learning for citizens, where we do not want to manipulate the student, but promote critical thinking and self-realization, takes more work. The instructors must carefully construct LOs that build neural pathways through eureka moments and repetitive messaging and activities that build and strengthen neural pathways. SBL provides a vehicle for both techniques.
The difference between the two approaches is straightforward. Indoctrination tells the student what to think and how to think. It uses operant conditioning to achieve behavioral modification.
Citizen education encourages discovery, free and critical thinking and uses a questioning and reason-based approach to teach. While this method also can use punctuated equilibriums to break out of path dependencies and create new neural connections, the technique to do so is different. Rather than being told what and how to think, the student uses discovery learning and critical thinking to question assumptions and assess data to turn it into actionable knowledge.
Scenario design for sheep and citizens, however, are very different. Scenario design for sheep drive them to a specific message or outcome. The scenario is canned with few branches and opportunities for the students to determine the outcome. Scenario design for citizens is open and discovery-based, with many potential branches and the flexibility to generate branches on the fly depending on the students’ choices.
Besides LOs, the scenario needs to include opportunities for eureka moments, triggers for branches, and a flexible structure to deliver citizen learning. Both eureka moments and branches should be tied to integrated learning across subject silos and include team interaction that helps to teach and reinforce creativity and collaboration.