As our sense perceptions depend on what is actually taking place at one point in time, we can relate them to our volitional activity. Like our metabolism, we do not experience what takes place in our eye and the optical nerve at the moment of looking at an object; this feature of our physical body is hidden from us. We are aware of the object that we observe, as we should when directing our attention to it. As a matter of fact, if we want to picture our conscious attention when observing with any or our senses, an incoming arrow from the surrounding to a center would accurately reflect our consciousness. Whenever a person describes being distracted and therefore having no accurate recollection of what she or he ought to have observed, then such a distraction could be pictured as other centers of attention near the required object. These comments point directly to a teacher’s task during a learning activity, that is to help focus the students on the object to be observed and discourage distractions. There are many pedagogical methods to help achieve such focus. Many such methods depend on the teacher’s capacity to accurately sense the disposition of her or his students and to prepare them for focused attention. Using a story, however brief, to introduce a learning activity allows students to put themselves into the picture that is presented, and putting themselves into the picture,identifying with a character and so forth, involves a student with the subject matter. This is also one of the reasons for using a great deal of physical learning activities.
Posted on: Wed, 14 Aug 2013 17:17:04 +0000
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