Anatomy of Learning - Part II

In the part I the series on Anatomy of Learning, we looked at "Observation" as an important step in the knowledge acquisition and information processing chain. We discussed the problems that we would run into if we skipped this step or if did not do a good job of observation. Continuing along this thread, we will take a look at the next step - Reflection.

The Principle of Reflection

A little knowledge of Physics will tell us that Reflection is the process where the observer looks at the observed, with the trivial case being one of the observer and observed being the same [ angle of incidence is zero ]. The key question that is being asked here is - "do you see what you are supposed to see?". The "observed" in the context of learning is the output of the first step in the process - Observation. The core data gathered from critical observations made leads to efficient models of data organization. This in turn aids further analysis - and therefore is the next logical step.

Experts in Artificial Intelligence refer to this step as Representation. The central idea of this paradigm of thought being, if you could represent or model a problem effectuvely, the path to the solution must be trivial and accurate.

Let us consider an example to understand the implication of the previous statement. The chess board is a set of 64 alternating black and white squares, represented as a 8x8 matrix. Now we have to represent the motion of a knight. This is one step to front, back, left or right. A second step on its immediate diagonal square. The possible positions are :

a[i+2, j-1], a[i+2, j+1]
a[i+1, j-2], a[i+1, j+2]
a[i-1, j-2], a[i-1, j+2]
a[i-2, j-1], a[i-2, j+2]

where knight's current location is a[i, j] , represented by the i-th row and j-th column.

Imagine, we are dealing with a language that does not support 2 dimensional arrays. How would you represent a chess board ? As an array [1..64], ofcourse. Now try determining the algorithm for a knight's move using a single dimensional array. The solution space is messy and not elegant. You will immediately see the need for defining the concept or need for a higher order concept of 2 dimensional array before proceeding to actual solution. Object oriented programmers use derived class, inheritance and related mumbo-jumbo to accomplish the same. The idea here is to build a hierarchy of concepts from first principles onwards. Before a solution is arrived at, the set of useful concepts and structures are created. This structure will aid in easier navigation of the solution space.

This is precisely the reason why we have latitudes and longitudes on the globe. Astronomers have the same concept for the skies to them to locate and share the information precisely. These are structures and concepts defined and formulated in order to help us speak about the location of a celestial object like Saturn.

The process of identifying the information we possess, the core concepts, the gaps in the concepts, and the tools required to process information or navigate through the data - all fall under the Principle of Reflection.

Issues in Reflection

Yet another key life skill we need, relates to the practice of incorruptible reflections. Clarity of thought and sequencing of observed data are quintessential traits of this phase of learning. There are several issues in the principle of reflection. Each of these derail our ability to reflect and represent the observations into a coherent and cohesive canvas that will eventually aid problem solving. The phrase "jumping to the conclusion" oftentimes refers to moving from a quick and incomplete observation phase to introspection phase, skipping reflection phase completely. Therefore we get into several problems. These are:

• Inability to Acknowledge a known gap
• Fear of Acceptance
• Internalized Untrue Information
• Emotional Crossroads
• Unquestioned faith and belief in systems

If you skip reflection, you end up focusing on the incorrect or incomplete observation. You assume that you have seen something that you actually did not. Errors on decision and inferences occur due to an incorrect seed driving our problem solving processes.

Conclusion

If "unbiased" was the desired prefix for Observation, then "Clarity" is the defining yardstick for quality of reflection. In a later blog, we will look at the next stage of learning - Principle of Reflection. This stage deals with need for Introspection as the third stage in the anatomy of learning process.

Anatomy of Learning - Part I

In an earlier blog, I had the opportunity of penning my thoughts on various paradigms of learning as part of a search for an answer to the vexing question is rote learning all that bad? Rote at the expense of experiential learning is just as bad as experiential at the expense of rote learning. They both serve a valuable purpose in the knowledge acquisition, storage and inference making processes.

In this blog, I wish to commence a 4 part blog, my attempt to distill the information that I have gathered from personal experience, experts and most importantly through introspection. There seems to be 4 stages or Principles of Learning

1. The Principle of Observation
2. The Principle of Reflection
3. The Principle of Introspection
4. The Principle of Action Taking

The Principle of Observation

In the first part, we will deal with the Principle of Observation.

Unbiased observations help us in using all our senses as a sieve to retain the relevant and ignore the inconsequential. There is a good reason why we require unbiased observation. A bias works as a mental filter which results in transforming the information acquired through observation and making it appear as something that it is not.

For example, it is a popular misconception that all wild animals attack human being as soon as they see them. Typically a lion does not attack unless and until it perceives a real physical danger or is hungry. Yes, sometimes it does attack to demonstrate its power to its pride. Similarly, every stray dog on the street does not chase and bite you. Human beings have an internal imagery of of violent animal attacks. This bias colors our observation [ a wild animal in its habitat ] and makes our hearts race. A wildlife enthusiast sees the beauty of a lion and can figure out meaningful response which trigger him towards peaceful coexistence with the wild habitat.

Another example that comes to my mind is our fear for darkness. Our bias seem to not stop with coloring our observations. Each bias seems to add to our fears and fears progressively start eliminating dimensions of the world around us, away from our lives. We start avoiding animals, darkness, heights - and thus we start building invisible walls around us. Another consequence of bias is that it results in a firm set of "this is and these are not" type rules that we find increasingly difficult to question as time goes by. A good example is our own reaction to our law enforcement agents constantly force us to view their actions with suspicion because we view them through the filter of possible or assumed corruption. Issue is not about the reality, but with the generalization that everyone is corrupt.
It is the process of stereo typing that results from the fundamental bias in our observation. Meaning of truth starts to drift. Wayne Dyer asks a powerful question. Do you see the world as being benign and peaceful or world filled with pain and violent disposition ? The principle of observation is a key force that set the ball of learning in motion.

Issues in Observation

The key life skill we need to practice is related to making unbiased observations. There are several issues in the principle of observations. Each of these intrinsically inhibit our ability to "see" things as it were.

• Personal Bias
• “I know it all” attitude
• “I do not have to know the details” attitude
• Seeing and Observing :: Hearing and Listening :: Reading and Internalizing
• Highly motivated and Energetic – Jumps to conclusions as opposed to following a methodical approach
• Belief that Speed is superior even if it is at the expense of accuracy

Conclusion:

The Principle of Observation is the critical first step in the stages of learning. If we skip or corrupt the Observation phase, we are left with the data acquired through past experiences - self and anecdotal, biases and filters through which you perceive the reality. This leads to stereo typing or generalizing our observations and building an axiom set based on non-realities. The idiom - missing the wood in the forest - actually demonstrates not seeing the obvious; and drawing conclusion based on another loud observed input.

In a later blog, we will look at the next stage of learning - Principle of Reflection. This stage deals with - I have gathered the data, how do I use what I have observed to make a set of coherent inferences.

Should we abandon rote learning altogether?

There are no simple answers to most problems we face or most questions we ask. Learning is a complex process and this is no different from the other issues we face. In order to answer this question, we need to first understand a subset of view points from which the process of learning can be viewed from. This will help us draw a few conclusions and hopefully aid in getting a high level perspective on the vexing question - should we eradicate the rote learning paradigm altogether? The recent debates on the new Education Policy, Right to Education bill have taken a cliched stance. US is right. May be they are right. We are wrong. May be we are wrong. Before, I came to any sort of conclusion, I just wanted to ensure that I really understood what these terms and phrases really mean.

IMHO, the learning processes can be viewed from multiple viewpoints. Each viewpoint addresses a subset of the overall goal of learning - we have set for our children through the schooling umbrella.

1. If learning is seen as a process resulting in quantitative increase in knowledge, then effectiveness of a paradigm of learning must be measured by a metric that addresses the amount of information imparted and absorbed. Learning, in this context can be seen as acquiring information or ‘knowing a lot’. For example, we hear of 5 year old kids who can recall the names of capital cities of all nations on the planet.
2. If learning is seen as a process that results in memorizing information, then learning effectiveness can be measured as a by the speed and accuracy of storing and reproducing the imparted information. Multiplication tables in elementary school levels fall under this category. The set of do's and don'ts in our society or ecosystem falls under this category.
3. Yet another paradigm deals with learning as knowledge acquisition process, where the focus is on presentation and absorption of facts, skills and methods – formulae and rules. This results in a deep understanding of the information, which can be retained and used as necessary. Basics of learning from meaningful analogies are an example of this.
4. If one is learning in order to make logical inferences, learning would then have to involve relating parts of subject matter in order to distill the essence, key concept, moral or more simply put abstracting the information. One starts to create a network of relationships between the key concepts, drawing analogies and looking for ways to tie the concepts amongst themselves and with the real world.
5. As a subject matter expert continues to research a certain topic of interest, learning eventually becomes a process of interpretation of the reality through a process of understanding, comprehension, modeling and re-interpretation.

In summary, we can make a few observations.

• Each of these techniques are applicable to a subset of knowledge - depending upon how we wish to organize, refine and process the acquired knowledge.
• I find it hard to believe that all the learning and knowledge that one acquires can purely from one paradigm.
• Rote learning and experiential learning are two ways of handling different types of information. It would be incorrect to argue that one is infinitely superior learning process than the other.

Imagine a world where only experiential learning is allowed. Some comical situations would arise in this world. Your kid will have to experience the fatherhood you demonstrate before he learns to acknowledge that you are indeed his dad. Since other forms are not acknowledged, he would chuckle every time he looks at you and say "can't you folks see. I did identify you as my dad using a different approach :-) long ago. And you wouldn't acknowledge this :-) You really really deserve all the parental anxiety"

Where do we start?

Everytime, I watch a TV documentary or debate; read a newspaper editorial or an article of general interest - I see a trend. No one seems to be interested in the issue or its solution, pros and cons, alternatives etc. The focus seems to be exclusively on eloquent gibberish. Recently, a leading anchor asked a doctor the following question while dealing with H1N1 issue. His line of argument was something like this. Why are we even trying to diagnose the illness ? Given that H1N1 is prevalent in Pune, should the doctor not directly start Tamiflu administration. Since doctors did not, they must be culpable for the deaths in the city." Some such gross nonsense is the thread of argument of an obnoxious strident anchor in whose opinion debate means shout and out shout. And, if you run out of logical basis for continuing the debate - you come back to the ultimate punchline - "We have got to take a break". The fixation of the problem solving process seems to be in identifying a scapegoat in 15 easy seconds. This is not purposeful action.

For starters, I would like to see us move away from debates into the world of a meaningful discussion - anchored on various points of view. We need a steering team to identify potentially good inputs and help synthesize a integrated world view and offer this as a perspective on which the viewer and reader can introspect. Shaping public opinion is not about being disrespectful and condescending. The people know the stated positions of Congress, BJP and the Left. There is very little left to the imagination of the viewer.

IMHO, it would be a serious differentiation in our TV programming, if we can get the people from across the political spectrum - for example and have a lively discussion with a few ground rules.

1. Its not one party Vs another.

2. "You did this before" is not an OK argument to justify why we are doing a similar thing today. In other words, let us accept that all communities, societies and groups - political and non-political - have aberrations. There is no purpose in rehashing the obvious. We know the screw ups of all parties since independence and before. And we all do have strong opinions. That is not the point.

3. Given the morass that we are in; we will have sub-optimality as we commence our problem solving process. For example, if we agree to fix the roads across the nation, something else will have to given in. If we plan to handle three things together, we will make progress in these to the extent it was planned and there will be others that will have to wait for their turn. Unless we have a King Croesus in our nation - infinite resources for solving all our problems instantly. Else, we simply have to accept this as a working constraint and do the best we can.

4. Let all the wise men in the discussion, focus their energy on a "Wisdom Vs the Issue" discussion. One man Vs another makes for a waste of time. The debate is people Vs issues. The outcome must be solutions, perspective and viewpoints. Every political ideology has a valid world view. They must be heard.

5. Let a citizen's jury capture and stratify the inputs and evolve a working consensus.

Let us hear this for the sake of the nation and the generations to follow. Can we move from the age old paradigm in India - louder means righter ? Can we practice active listening and hear the quieter and more mature ones. They do have something to offer.

May be this is a good place to start.

Pithy Eloquence

Just read an article about a guy who has written an entire book on Twitter. I have been trying to get hold of this Twook. Just the thought simply fascinates me. It is nostalgic for Indians. Thiruvalluvar would have tweeted his Thirukkural; Sant Kabirdas, Vemana Mahakavi and others would have tweeted their 160-words simplets instead. That would have been awesome.

For example:

karey buraaee sukh chahey, kaisey paave koi,
Ropai birva aak ko aam kahaan se hoi

would have a tweet like

a man's desire for good for all his evil deeds
is like expecting mango from your garden weeds

Now how does one write a book in a 20 chapters, each of 160 words or less. Quite challenging. Where is the room for demonstrating your creative genius? I remember Alistair MacLean using u two full pages to describe the dashboard of a submarine or an airplane. What would McLean do on Twitter ?

Imagine our Finance minister presenting Union Budget on Twitter. The first 100 tweets would be consumed for thanking Sonia Gandhi, if he did not change his style to being crisp and succinct.

Along our National Highways, there are enough tweets asking folks to slow down and drive carefully. Traffic management is tweeting, although to deaf ears or blind eyes.

Twitter is paradigm shift in our conventional wisdom. "Pithy eloquence" is not an oxymoron anymore. It is a personification of Twitter as a platform. IMHO, micro-blogging is a step in that direction. It is asking writers to cut the flab. Its asking an important question constantly - where is my beef? what's your point? Creativity must find a way into the world of one liners if it wants to be a part of this society. Its time to re-write "Gone with the Wind" in 10 easy tweets. And its about time we all enjoyed it as well :-)

Humor in the times of H1N1

This is a poem, I loved to recite, way back in my middle school years. I was looking around for the lyrics - I had actually forgotten a few lines here and there. Google came to my rescue. As I was reciting this poem to my son, I realized that Ogden Nash was indeed a visionary. He was actually talking about our Health Minister - Clueless, Talkative and a muddle head. The beatific smile on his face after every press conference clip on TV is just as irritating. His pronouncements on whether a kid spread virus across the city to 33% of us will be infected by the virus [ that is 1/3 billion ] and 10% of those will die [ which is 30 million ] is a proof of the a brand of insensitive governance that is prevalent today. Of course, the TV channels will provide for a prime time slot for us to retract what we said. We have been quoted out of context.


Here is actually a poem that I have quoted out of context. Close your eyes and think of our Parliament. If this poem conjures an image of a current day politician, then my point is proved. I have been quoted out of context, successfully - yet again.


Try this experiment and see how it goes. Post your results of the blog swabs. Thanks.


I knew a man from Petushkee
As muddleheaded as could be.

He always got mixed up with clothes;
He wore his mittens on his toes,
Forgot his collar in his haste,
And tied his tie around his waist.

What a muddle head was he,
That man who lived in Petushkee!

They told him as he went about:
"You've got u'r coat on inside out!"
And when they saw his hat, they said:
"You've put a saucepan on your head!"

What a muddle head was he,
That man who lived in Petushkee!

At lunch he scratched a piece of bread,
And spread some butter on his head.
He put his walking stick to bed,
And he stood in the rack instead.

What a muddle head was he,
That man who lived in Petushkee!

He walked upto a tram one day
And climbed in very sprightly;
Conductor thought that he would pay,
Instead he said politely:

"Parding your beggon,
Kister Monductor,
I'm off for a week's vacation;
I stop you to beg your cramway tar
As soon as we reach the station."
Conductor got a fright
And didn't sleep that nite.

What a muddle head was he,
That man who lived in Petushkee!

He rushed into the first café:
"A railway ticket please, One way."
And at the ticket office said:
"A slice of tea and a cup of bread."

What a muddle head was he,
That man who lived in Petushkee!

He passed the man collecting the fares,
And entered a carriage awaiting repairs,
That stood on a siding, all by itself.
Half of his luggage, he put on a shelf,
The rest on the floor, his coat on his lap
And settled himself for a bit of a nap.

All at once he raised his head,
"I must have been asleep"- he said.
"Hey, what stop is this?" he cried
"Petushkee," a voice replied.

Once again he closed his eyes
And dreamt he was in Paradise.
When he woke, he looked about,
Raised the window and leaned out.

"I've seen this place before, I believe,
Is it Kharkov or is it Kiev?
Tell me where I am," he cried.
"In Petushkee", a voice replied.

And so again he settled down
And dreamt the world was upside down
When he woke, he looked about,
Raised the window and looked out.

"I seem to know this station too,

Is it Nalchik or Baku?
Tell me what its called," he cried.
"Petushkee' a voice replied.

Up he jumped: "It's a crime!
I've been riding all this time,
And here I am where I began!
That's no way to treat a man!'

What a muddle head was he,
That man who lived in Petushkee