There's a lot of stuff going on in this article that leads directly to the misconception highlighted in the title. The core argument is based on this observation by Myra Laldin: "When students feel as if they do not belong in a school setting, the cognitive energy that should be used on social engagement and learning is being used to scan for group barriers, discrimination and stereotypes." The best I can conclude from these two articles is that 'effective learning in a social classroom setting requires first setting up an environment of belonging', which to me could be as effective as an argument against employing a social classroom setting, because there's all this emotional overhead to consider. Assuming there's such a thing as 'cognitive energy', it doesn't follow that 'belonging' is the answer. It could well be that removing the social setting that's causing so much stress would be equally effective.
Today: 0 Total: 18 [Direct link] [Share]
