Story of a model learning environment

From Lukasgirtanner
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On this page here, I will try to imagine some kind of concrete learning environment, to describe how people could come together to create respectively develop a new way how children grow up.

Importance of being embedded from the beginning in nature, walking barefoot, hugging trees, staying connected to (wild) nature as much as possible.

Importance of having a body of water (in an ideal case both static and flowing, freshwater and saltwater, nearby). Possibly interactions with animals as synchroncities. (unclear if synchronicities happen at all and especially in the case of robots).

Interactions with (preferably wild) animals. Note from 2012-08-01, 03:46h: Why did I write "preferably wild animals"? This seems a little bit odd since most wild animals (especially the small ones) will either ignore humans (and robots) or (especially the larger ones) will run away. So, the reason why I wrote it was probably that I was still believing that the "souls" of animals can somehow connect to humans and that wild animals encounter humans in some kind of "synchronicity". Since a lot of time has elapsed since I was in this mode of thinking/believing, I would now no longer assume such a relationship (at least not in the extent like formerly / at one time) and therefore no longer emphasize interactions with wild animals, but instead prefer domesticated animals (or possibly wild animals who are in the process of being tamed, either by an upbringing close to humans and/or breeding for tame characteristics).

How the community starts, the first families meet. Where do they have their money from?

Probably the parents are software engineers or mathematicians who are already have the opportunity to work from home and only very rarely have to come to the buildings where their companies are located. But also people without such a successful IT background might join, maybe being supported from other sources (savings, relatives) or just living a very frugal lifestyle (that anyway everybody in such a community would live).

Possible is also that model learning environments are "approached" at the same time from institutionalized educational settings. If no independent model learning environments are formed ("from scratch" respectively outside of institutional educational settings), this is the only way how mode learning environments can be reached or at least approached. In the story, - might describe both processes, with the hope that both processes happen.

The many mice and rats (besides dogs) roaming around from the beginning. But no monkeys and bats yet. The first robots, a mixture of ordinary toy robots and robots from robotic kits.

In an ideal case, such a community would begin to develop the robots for the interactions with the babies already before the first baby is born. But more realistically, the process would be more linear which means already children grown out of babyhood would come into the model learning environment and the robots would be adjusted to their cognitive abilities and needs too. But the focus would be to develop the robots who are really adapated to babies, babies who would be born within the community when/after it has already formed.

The baby and toddler playing with the animals that are everywhere and very curious. The joy of the babies and toddlers when playing with the animals and the curiosity in the robots, the initial lack of movement possibilities of the robots (compared to the animals).

Mathematics is still learned with ordinary mathematical software.

Robotic expertise grows, talented robot builders/developers join, the rats and mice play with the robots and the babies watch. The toddlers already try to assist in the development of the robots.

The families move in a purpose-built house where monkeys, bats and birds (and animals for agriculture) can be kept too, the robots are now developed for an interaction with the monkeys, bats and birds too.

More people join and the development of open source didactics of mathematics software can begin.

Neighborhood sharing of robots, more people get interested into the learning environments and concrete robotics and animal keeping expertise can be passed on, together with the mathematical software.

Inclusion of robots into more conventional activities like singing, musical instrument playing, dancing (, acting) and physical activities/sports (with a long time until the robots can meaningfully participate) and the increasing interest of other communities in these robots as soon as the robots can participate.

A special topic (I have no idea if it would work in reality, what the potential of Octopuses really is): How the first Octopus came into the community, safety was checked, the first Octopus babies being hatched (most released back into the sea?; unclear how large they are). The baby accustomed to humans, first tentative encounter between Octopus baby and human baby with human mother present, the development of robots that can interact with the Octopus in an increasingly sophisticated way, the Octopuses learning too.

Note: How to choose the names for the characters is not so easy. I will try to choose the names as balanced as possible. (I tried out a random name generator, but it is difficult.) I might have to change them again. Choosing a name (and sticking to it) is difficult. Maybe - am looking for a list of the most used names among English speakers and simply taking the names from them. - hope that - find such a list on the Internet. - found a list on Wikipedia at the names from a 1990 census (and seem to be more common than those of 2011) are James John Robert Michael William David Richard Charles Joseph Thomas. Maybe - choose a different list or change the names later, maybe still with the more modern / up to date names (the entries in 2011). For the girls' names, - chose the list of 2011 with (not the "baby center list" (- didn't look up the difference, but the general list with Sophia Isabella Emma Olivia Ava Emily Abigail Madison Mia Chloe. (maybe - should also in case of the male names choose such a more "modern"/actual list, although the names of just the most recent years might be a short-lived trend. (There were only lists for particular countries and no language areas, so - had to decide for a particular country and - chose the U.S.) And there is the issue of numbering, yes. But this doesn't work in a story or real life. The numbering issue is a political issue that - might describe too, but real people or fictional real people need names from natural languages.

The challenge to develop suitable robots who are sufficiently adapted to babies when they are still relatively immobile and not yet able to crawl.

How the children care for the robots and are considerate of them, how they assist the adults in the development of them, the adults trying to prevent damage to the robots by the very young children, repairing the robots, getting help from robotic kits suppliers.

Mental state of the children: curious, affectionate, sometimes dreamy, sometimes focused, playful, learning casually.

(I just realized how long it will take to develop all the robots described (at least one generation, possibly several) if no talented engineers join when the first generation grows up.)

The question of the relationship between mathematics and children growing out of the purely/primarily robot-interaction stage into learning pure mathematics. The individualization of the process because every child reaches the stage at which robotics or robotics alone is increasingly unable to support the learning of pure mathematics because of the limits of robotics.

Trying to extend the limits of what can be learned with robots about mathematics and the integration of mathematical insights gained with robots into the open source mathematics software.Note from 1st of August, around 03:55 - 04:13h: Again, as stated above, the mathematical insights gained with robotics (and electrical engineering) alone might be considerably limited (especially if existing systems are used as they are and their fundamental configuration not altered), but I am not an expert in it. So, the question is actually more how to motivate children respectively how to design learning tasks/opportunities in a way that also the more advanced concepts of mathematics (which must then be embedded in the mathematics learning software in a didactically appropriate way in order to enable self-tuition) are used.

(When I wrote the first version of this page here, I listened constantly to, unbelievably beautiful, this was really the right mood to imagine such a community.)

A question that is difficult to decide: How should one release an ant when one has hugged a tree? should one try to get it back where it was (on the same tree if one still knows which one it was) or should one "keep" the ant as long as possible on one's own body?