To pick up where we left off, parents and teachers should avoid feeding kids with concepts before they create them by themselves [1]. One of the reasons that this mistake takes place is that we don’t make a distinction between a concept and its symbol. In the 12th post, we studied how the brain could create concepts by grouping several […]
To study concepts [1], we took a long detour to investigate languages and meanings [2]. The next important step would be how to educate or to share the meanings with others. Yuval Noah Harari [3] in “Sapiens: a brief history of humankind” [4] has mentioned that bees can do their tasks because all those commands have been genetically coded. However, […]
The basic cognitive step to make sense of the world around us is to connect things based on the law I called the law of adjacency: two spatial, temporal, or conceptual things are related to each other in mind [1]. As an example, we saw how the brain could relate the smell of a rose to its shape and create […]
In the last post, we talked about learning which could be interpreted as making extraordinary things ordinary by creating concepts [1] or orders [2]. Earlier we had discussed that we related things based on the law of adjacency [3], two or more spatial, temporal or conceptual things are related to each other. Those relationships which have more similarities in more […]
To pick up where we left off, our terrified primitive ancestors who were trying to understand their environment, concluded that natural disasters are indices [1] of nature’s anger which is caused by hunger. Thus it must be fed [2]. Since natural disasters happen once in a while, they thought that their solution worked which strengthened their belief in sacrificing. Unfortunately, […]
To resume the discussion about human sacrifice, we saw that it’s a rational decision by nature [1]. Thinking tells us to sacrifice short-term gains for long-term benefits [2]. So, our primitive ancestors killed one because they believed [3] that it would save many. We embarked on the journey to know how we’ve evolved to fight Death [4]. Then Homosapiens created […]
When it comes to distinguishing between the concept of horse and donkey [1], a kid might not show any resistance [2] though it requires some effort [3]. To them, every day is full of unprecedented experiences and they learn many new words. However, if you contradict one of their beliefs, they’ll tenaciously fight to prove you wrong. You can run […]
In the last post, we discussed that language had enabled us to create concepts to think through and to communicate with [1]. Since concepts are abstract, they can’t be genetically coded; thus kids need to learn and develop them [2]. Let’s see how it goes. As a kid, you’re trying to make sense of your environment, finding relationships to group […]
In order to study concepts [1], we took a detour to study meanings whose hierarchy depends on their amplitude and frequency [2]. To construct a road, either you’d pave it once or let many people walk on the path many times so the road would be distinguished. The primitive roads happened to be created. The early humankind couldn’t possibly foresee […]
In the last post, we discovered how a brain can create concepts and hierarchically make them more abstract. The concept of the plant is more abstract than of rose. We also saw that we couldn’t imagine abstract ideas [1]. Now the question is “how can brain think about abstract ideas?” Let’s imagine that abstract ideas were invisible things around us. […]
When your fear subsided and you could think more clearly, you’d question “Are they the same thing or two different things?” [1] To answer this question, you’d go back to the first place and find the first thing. Then the idea of two different things consolidates in your mind. [2] Looking at the things, you’d easily find them similar. So […]
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