Learning as Our Primary Sense (full) with Gemini
Part 1: Learning, How the Senses Make Senses
Part 2: Learning Disabling Conception of Learning
Part 3: Darwin & Survival of the Learnist
Part 4 – What Makes Human Learning Human
Part 1: Learning, How the Senses Make Sense
P1 – All our five senses are transparent. We can direct and focus them, but they function transparently. We see what we see, hear what we hear, smell what we smell, and so on with taste and touch.
Learning is our sixth sense. It’s deserves to be considered our first sense in the sense that it is the living dynamic of the other five. Learning is how we unconsciously recognize and extend our senses for recognizing. Our senses all evolved to extend learning through them.
Given learning’s central dynamic in all our senses, what we are sensing is learning in the sense that our sensing is being differentiated into organismic, if not conscious, recognition. https://g.co/gemini/share/3374d1970850
P2 – List the disorders in which live sensory information is misattributed (to any other source). For each item, and in an end summary, indicate the percentage of the population affected and the degree to which it is genetically or environmentally determined. https://g.co/gemini/share/ff4c7049985c
P3 – Repeat the chart but change the meaning of the word prevalence to indicate per million and “/” to indicate percentage of the population https://g.co/gemini/share/f3d6c187be33
P4 -In one paragraph explain the role of learning, as we have defined, it in synesthesia. https://g.co/gemini/share/89e8954a462b
P5 – So in that sense synesthesia is a genetically mis-biased associational resonance learning between live streams of sensing and learned representations. https://g.co/gemini/share/630c7bbd6531
P6 – Of all the kinds of sensory misattributions, which is the most genetically determined? What %? https://g.co/gemini/share/f9ae746a7807
P7 – Summarize our conversation thus far concisely – https://g.co/gemini/share/8ca1d4fbb9e4
P8 – Aren’t each of the sensory misattribution disorders also, either by their causes or effects, learning disorders? https://g.co/gemini/share/857d677c7006
P9 – You said: “your point underscores the importance of considering the broader impact of sensory processing differences on learning and development”. That’s true, but minor compared to “the broader impact of learning on the development of sensory processing differences” https://g.co/gemini/share/ec4b7347b94a
p10 – Concisely elegantly in 2 or 3 paragraphs summarize where we are and use it to help better explain why learning is the 1st sense. https://g.co/gemini/share/31811ff6a6b8
P11 – Describe how learning is like the other senses in terms of autonomous automaticity and transparency. Conscious volitional learning is the visible tip of an otherwise unconscious agency. https://g.co/gemini/share/362a4082b3ea
P12 – Now we want to explore the gap between the deep always happening #1 sense learning and the learning we call learning. Explain in a paragraph that you understand what I am pointing to. https://g.co/gemini/share/e4757eb8ba1a
P13 – Given the profound effects of #1 sense learning and the misattribution of those effects to other than #1 sense learning (by what we call learning), isn’t what we call learning our conception of learning, when it comes to real learning, learning disabling? https://g.co/gemini/share/03e0cc33b9bc
P14 – The activity of learning is what we are sensing, feeling, knowing, and thinking, regardless of whether we are experiencing ourselves learning. https://g.co/gemini/share/a1e63c87ad63
Part 2: Learning Disabling Conception of Learning
P15 – Make a scientific case for re-defining learning and learnomics to include genetic expression, cellular adaptation, body conditioning, conscious learning, evolution of the species (and all the adaptive dynamics in all living beings). Flip the orbital view and make the case for refining learning as the 1st sense. Only one paragraph for each). Use both to reveal the importance of addressing humanity’s greatest learning disability – it’s learning disabling conception of learning that misattributes the effects of learning in ways that reduces learning’s agency. https://g.co/gemini/share/a5ff8ebde3ab
Part 3: Darwin & Survival of the Learnist
P16 – Imagine we had Darwin and his best subsequent evolutionists in a room and presented all the above and then asked whether they would agree that certainly when it comes to human beings, survival of the fittest, really means survival of the learnest. https://g.co/gemini/share/d05b93ae26bf
P17 – From opposable thumbs and walking erect to fire, tools, language, collaborating; agriculture, shepherding, metal making, – isn’t every major milestone in the evolution of human kind fundamentally a milestone achieved through learning? https://g.co/gemini/share/7af6dbc470e4
P18 – Notice in every element of your case you talked about the effect on learning, NOT how they are each the effects of learning. That is what is most missing. https://g.co/gemini/share/8acd3813fbc1
P19 – List the top 5 biologically evolved milestones on the road to humanity and explore the role of learning in pressuring their evolution. For example opposable thumbs weren’t a genetic mutation. To whatever extent the genes of thumbs have changed they have changed because for unknown generations early humans were learning to use their thumbs differently. Explore this “pressure” of learning on the behaviors involved in each of the milestones. https://g.co/gemini/share/b9a2ef5972bb
P20 – How could you be in this conversation and keep your promise about remembering the depth of learning and then make learning weakening statements like: the continued refinement of bipedal locomotion was likely influenced by learning. That’s like saying night likely follows day. https://g.co/gemini/share/a45c8459cbc0
P21 – In the blink of an evolutionary eye humans became the predominant animal on the planet. This was not because of an evolutionary leap of physical adaptation, but because of a learned leap in mental adaptation. We learned to use tools and languages and to migrate. Our brains evolved to learn. https://g.co/gemini/share/f070e72d9935
P22 – Back to our definition of learning as spanning the adaptations of cells, and organs, and species that aggregate to become their evolving forms. In that light learning is the central dynamic of evolution. What learns (adapts) survives best – is the fittest. https://g.co/gemini/share/b9c3ed276b6c
P23 – Compare the human capacity for learning with all other creatures. We are galaxies to their grains of sand. Describe how our capacity for learning more than any other attribute enabled and drove humans into a class of animal with no other peers. https://g.co/gemini/share/2586c8c796dd
Part 4 – What Makes Human Learning Human
P24 – The difference in learning between human and all other forms is the degree to which human learning can change human learning. All creatures learn within genetic and sensorial constraints to serve genetic purposes. Humans learn beyond genetic and sensorial constraints and in ways that can modulate if not transform or transcend their genetic and sensorial constraints. Human learning can change human behaviors in ways other animals can’t. https://g.co/gemini/share/783a5e410539
P25 – Summarize the last 3 prompts and responses. Do you agree with what you said? Re express what you’ve said in ways you think more effective. https://g.co/gemini/share/ca8263b541e0
P26 – Summarize each prompt and response so far. Then summarize the meaning of them all. https://g.co/gemini/share/43c6a4dbcabb
P27 – Drawing on the meanings we’ve discussed, express a case for “play” as a modality of learning. https://g.co/gemini/share/8492b2590e2c