read this file woods write four paper (( Reaction paper )) you can see the example on internet how to write the reaction paper A reaction paper is not just a paper where you express your opinion. These papers require a close reading of the text that goes beyond the surface meaning. You must respond to implied ideas, and elaborate, evaluate, and analyze the author’s purpose and main pointsafter you read this file PDF write 4 paper your self but do not get the google i want your write please . when you write the principle and theory write your agree or not agree and why ?1-please reaction paper not write summary 2- l will upload sample reaction paper you have do the same design
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Reaction paper
“What Is Learning Anyway? A Topographical
Perspective Considered”
By reading the whole article carefully I have gained a lot of information first of I would
like to summarize the writing before going towards reactions at each point of studies. In
the whole reading was to find and generate such ways by which the notions and
perspectives which exist already in our society about learning can be applied on
upcoming generations. Afterwards a frame work is constituted, things are kept in a way
that both of the things i.e. existing perspectives and investigations over them been carried
out were placed, and then the perspectives are studied under four dimensions so as to
obtain new amended learning processes. And finally real life examples are put forward to
exemplify the usage of dimensions in learning process.
REACTION:
Interactional complexity of the human nature had to be studied in order to generate or
constitute perspectives or amend already existing ones for this purpose example of river
is mentioned in which one must know all its interactions of elements with passage of
time. The river system example relates to the learning process in multiple ways as it helps
in understanding the learning perspectives not only its nature that it can’t be understood
without studying its relative elements but it also helps as it has the same dynamic and
quickly moving forward instinct which the human learning system has. To me that looked
quite convincing as it depicts the exact definition of the learning system which is
dynamic, constantly changing with time and has to be understood comprehensively along
with its domains.
Continuing the writer has mentioned the four points which must be completed in order to
fulfill intentions which are mentioned above. The four points are first to organize such
principles which will hold and will be accepted by perspectives with multiple ideas
attached to same way the second point which writer aims to accomplish in order to attain
the goals described earlier is to put the four dimensions in such a frame work that will be
interactive and can analyze different theoretical perspectives. In third and fourth the
definition of learning according to the first two points and then using different examples
to understand principles are studied. I think this four point agenda holds great in
establishing new perspectives and shaping a way of learning for the next generations. In
this way there is high probability of finding better ways for future explorations in existing
perspectives about human learning.
The writers think that differences in different theoretical perspectives are because of in
the whole learning structure which seems quite evident looking at the our system in
which learning at different stages is definitely of different impacts and has totally
different approach therefore I liked this point of the writing specifically.
Moving further the writers have explained the nine rule which are being shared among
different theoretical perspectives. These principles regarding learning describes how
learning actually effects a human and what overall ways we learn things and what forms
we learn which may be intentional or even unintentional. I wouldn’t be explaining all
principles separately as it would take a lot of time rather I would only react to how has
the writer depicted these principles so writer has expressed learning as something which
can implant a change in the one gaining it , it is bound to happen doesn’t matter we go to
school or not etc. but we will still be learning throughout our life, as far as we are living,
we are learning something. Further writers say that one can resist learning but can’t
immune itself from learning because it is inevitable and is bound to happen. It may be
disadvantageous for someone who has intentions other than gaining any sort of
knowledge e.g. disrespecting teachers etc. Learning is by default in human processing as
one can’t live without learning anything yes, levels can be different ways of learning can
be different but at the end of the every living human is learning one way or the other.
Learning can be both a process and a product as it possesses qualities of both the things at
the same point. Writers have nicely managed to define learning as a whole in these points
which in my knowledge appreciable.
After establishing principles for learning the writers now look to find theories, build new
models over which new learning processes and perspectives can be formulated and more
investigations are to be constructed in order to find new ways to make better use of
already existing perspectives in formulating new better learning paths for future
generations. Again in this step writers have looked for some innovations in existing
perspectives using different kind of process involving investigations etc. and I personally
think this is a great step must be accredited as it is vital in context of the writing.
Further the writers elaborate the 4 dimensions set for the learning process which
collectively forms and explains the path for both the learning process and the products.
The four dimensions are “what, where, who and when” which forms a space for studying
and analyzing perspectives for learning process. The first dimension depicts the “What’s”
in the process as we know that every process has this question to be answered whatever
the stage of learning is, ‘What’ simply asks the thing learned. Similarly other dimensions
which are set to collectively make paths for new learning processes. Writers have greatly
elaborated how these dimensions act and help in formation of learning process and
products with constant mutual interaction among all the dimensions of vector space
which is pretty convincing from the authors. Authors have explained different levels of
these dimensions which can’t be described here avoiding lengthy writings but the
common thing among the dimensions was how the levels randomly grow in all the
dimensions like in ‘what’ dimension, it starts from simple responses learned and habits
being acquired from very initial level of learning, and further that what dimension
evolves into all the opportunities a human receives to learn throughout the lifetime at
different levels. Authors have comprehensively elaborated levels and use of these
dimensions in learning process. The ‘where’ of learning refers to the medium in which
the learning has occurred, on the same lines as described for the ‘what’ dimension it also
has different levels of learning ranging from a home environment where a child learns to
hit something with spoon to produce sound to the highest levels of learning in different
environments. In Same way authors have described other dimensions of learning at
different levels.
Further writers have explained three examples in which the above mentioned dimensions
are exemplified, different dimensions of the learning space are implemented in these
examples to get better understanding of how they work, for example in the first example
the little kid applies ‘what’ dimension and learns what is edible and what is not similarly
the use of other dimensions are explained. Similarly in the next example the writer has
again implemented the dimensions described above to exemplify the learning process
CONCLUSION
To conclude this script I would like to appreciate the efforts of writer that how
comprehensively all the principles and dimensions of learning are described and then
exemplified in the given incidents in which the entities have used different dimensions at
different levels of learning. Writer has comprehensively explained how can already
existing perspectives be amended so that we can find new ways and paths for next
generations making learning much more easily done. The purpose was clearly to find new
ways to make new criterial frameworks so that different existing theoretical perspectives
can be studied and investigations over them can be carried out so as to find out better
ways of making evaluation of already existing perspectives in learning.
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