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自省的概念

Introspection is the self-observation and reporting of conscious inner thoughts, desires and sensations. It is a conscious mental and usually purposive process relying on thinking, reasoning, and examining one’s own thoughts, feelings, and, in more spiritual cases, one’s soul. It can also be called contemplation of one’s self, and is contrasted with extrospection, the observation of things external to one’s self. Introspection may be used synonymously with self-reflection and used in a similar way.

Behaviorists claimed that introspection was unreliable and that the subject matter of scientific psychology should be strictly operationalized in an objective and measurable way. This then led psychology to focus on measurable behavior rather than consciousness or sensation. Cognitive psychology accepts the use of the scientific method, but rejects introspection as a valid method of investigation for this reason. It should be noted that Herbert Simon and Allen Newell identified the “thinking-aloud” protocol, in which investigators view a subject engaged in introspection, and who speaks his thoughts aloud, thus allowing study of his introspection.

自省在科學上的作用

On the other hand, introspection can be considered a valid tool for the development of scientific hypotheses and theoretical models, in particular, in cognitive sciences and engineering. In practice, functional (goal-oriented) computational modeling and computer simulation design of meta-reasoning and metacognition are closely connected with the introspective experiences of researchers and engineers.

Introspection was used by German physiologist Wilhelm Wundt in the experimental psychology laboratory he had founded in Leipzig in 1879. Wundt believed that by using introspection in his experiments he would gather information into how the subjects’ minds were working, thus he wanted to examine the mind into its basic elements. Wundt did not invent this way of looking into an individual’s mind through their experiences; rather, it can date to Socrates. Wundt’s distinctive contribution was to take this method into the experimental arena and thus into the newly formed field of psychology.

課程需求的多樣性和變化性

Today in such a changing society it would be impossible to have a national curriculum not reflecting such change. Living in a changing environment effects and changes what each individual in the state is expected to know. This is very much enlightened when living in a fast changing world where what was true yesterday turns to be false tomorrow. Who would ever thought taught that the word Internet would have been mentioned in the National Minimum Curriculum in the late 1980s and early 1990s when it was still just a network with the aim of linking data between major Universities and in no one’s vocabulary? Such change in education may be one aspect that has contributed to the philosophy adopted for the change in the national curriculum and this change has been designed with a clear vision in mind.

終身學習的必要性

Till some years ago, it was enough to have fathers teach their skills to their son and mothers to their daughters; they again would repeat the process with their children and so on. Even still, it is not the case of having the child learning something different from the parent. Today, it’s the case that what the child learns is different throughout all stages in life. This takes us to lifelong learning. As discussed during the lectures today, this is a fact of life. If you don’t learn, you don’t survive, economically, socially and all the rest. Such vision is shown throughout the curriculum.

Today we need to give skills to our pupils amongst which the skill of learning, that is, knowing how to learn, is the most important. Such vision will require teaching how to access information and where to find it rather than giving out information in itself. We need to teach how to use the Internet that is the biggest resource. More areas that such curriculum vision would require within society would be teaching how to use libraries, having social skills, interact and share. The teachers should help in social management skills. This NMC does not encourage traditional teaching, as it isn’t concerned about teaching skills but teaching facts. Such approach would require a change in the methods the teachers use.

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