It is possible to store the mind with a million facts and still be entirely uneducated. Alec Bourne.
According to American educational Psychologist – Robert M Gagne – “The central point of any education is to teach people to think, to use their rational powers, to become better problem solvers. “ Looking at the current model of our own learning, in HDLT 2 class itself – as students of the second semester in the university; we have been exposed to theories of this subject before. It is now time for adapting, assimilating, applying the past knowledge in real life contexts. This adaptation is tested through fresh, innovative learning environments Criticism of Piaget – Goswami & Brown reasoned that children might fail Piaget's tasks because they lack knowledge of the relations entailed. On this view, children ought to be able to solve classical analogy problems provided the analogies are based on familiar relations. Practice in analogical reasoning improved young children’s spontaneous formation of analogies. 5. Scientific reasoning: Children question everything as a basic premise,they want to know the why , how of everything; but they are also hugely influenced by the beliefs that they see are carried around them. Whenever they actually do something on their own, they do develop an understanding and rationality regarding the same phenomenon. For example a child understands that sugar takes less time to dissolve in hot milk rather than cold milk. Thus, when they indulge in activities, experiment they develop scientific and logical reasoning. 6. Logical reasoning - It is when a child can apply logical rules in order to solve problems. Logical reasoning requires the child to link each alternative to the main problem by strong reasoning. They may also require using logical structure "If..., Then ...." for example if a child has to climb up two floors, he could either use the lift or the stairs. If the escalator lift for some reason is not working, then either the child could wait till the lifet starts working or take the
