On pedagogy and plurality of neuronal types

Abstract

We discuss some open questions in pedagogy and neurophysics that arose as consequences of our experiences in implementing the Central Visayan Institute Foundation Dynamic Learning Program (CVIF-DLP) and its derivative, the Learning Physics as One Nation (LPON) Project of the Fund for Assistance to Private Education. The CVIF-DLP and the LPON project restrict teacher intervention to only about 20% of the subject time allotment, with 80% for independent work of students on teacher-designed learning activities. The program includes inclassroom protocols designed to supersede conventional motivational strategies, induce focus and sustain attention. Annual assessments of student performance have shown accelerated enhancement of cognitive and affective learning of the whole spectrum from challenged to advanced learners.

The theoretical framework of the CVIF-DLP, as a systems approach to process-induced learning instead of conventional teacher-induced learning, rests on the authors' phenomenological interpretation of presently available literature on biological dynamics and plurality of neuronal types and functions. There are thus several questions on whether and how far the features of the theory and implementation protocols of the program can be quantified in precise, predictable and replicable ways.