Capt. Amit Singh FRAeS

Back to BasicsTHINKING ABOUT THINKING

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Back to Basics We think so because other people all think so; or because – or because – after all we do think so; or because we were told so, and think we must think so; or because we once thought so, and think we still think so; or because, having thought so, we think we will think so… ~ Henry Sidgwick The two accidents in the recent years have highlighted the fact that there was a lack of conceptual understanding of the basics of the theory of flight. Panic is a state, which leads many people to become afraid and rush into situations. It also causes extreme stress and physiological changes. If a person has lack of clear understanding of what and why of the situation which is unfolding, he panics since there is limited time and a corrective action is required to recover from the new situation. It often happens when there is no back up plan. A clear and conceptual understanding of the basics would help identify a situation, formulate a plan and recovery actions implementation. This clarity of thoughts and action is only possible if the foundation of learning was strong enough and practical applications practices at that stage to give the pilot the confidence that the well thought out processes would help and save his life one day. Critical Thinking The need of the hour is to equip the pilot at his foundation stages with the ability for critical thinking. Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated. Definition Critical thinking is that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them. A well-cultivated critical thinker:

• raises vital questions and problems, formulating them clearly and precisely;

• gathers and assesses relevant information, using abstract ideas to interpret it effectively comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards;

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• thinks open-mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences; and

• communicates effectively with others in figuring out solutions to complex problems.

Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism. (Taken from Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, Foundation for Critical Thinking Press, 2008) Learning process In order to inculcate Critical thinking in Pilots we have to concentrate on the learning aspect at every stage. From 1949-1953, a number of conferences were held, which led to the publication of the Taxonomy of Educational Objectives, which were designed to improve communication between educators on the design of curricula and examinations. This is commonly known as Blooms Taxonomy after the chair of the conference, Benjamin Bloom. Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains. The cognitive domain list has been the primary focus of most traditional education and is frequently used to structure curriculum learning objectives, assessments and activities.

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Japanese way of learning

Shu: This is the first stage of learning in which you must learn all the rules. You must come to know them by heart, so much so, that they are internalized into second nature. They become so ingrained that the movements are mere muscle memory.

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Ha: This step involves breaking the rules, which you have become so familiar with, not just thoughtlessly, but with a focus on self-reflection. This is the search for your individual potential and goals, asking yourself which techniques are the best fit. In which areas do you as an individual excel? This stage is about innovation and customizing the rules to fit you. Ri: This final stage happens more subconsciously, as the other steps have been internalized. It is “form without being conscious of form.” The commonality in both Bloom and Japanese methodology is the fact that knowledge has to be learnt, broken downs and restructured as per ones own understanding. The current prevalent methodology of training uses the principles of Recall and Drills. The student at the knowledge and skill test must be able to recall information and carry out the exercise as per the practiced drill. There are question banks available for the knowledge part and fixed scenarios for the drill part. Question: What if the question bank or the scenario does not address the new environment or if recall is required after a considerable period of time?

• When the initial learning takes place over more extended periods of time, such as over weeks or months, more information is retained, but the rate at which information is lost remains the same.

• The more meaningful the material, the slower the rate of forgetting. • The better the initial learning, the longer the material is likely to be

retained. • The dotted line shows learning over an extended period of time. • This suggests that you’re better off working consistently instead of

cramming!!!

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Learning and recall: We all learn things, every day. Learning is a change that comes about through experience or practice. It is usually seen through a change in behavior but also involves a change in what we think, in our attitudes or opinions or beliefs. Learning varies from simple to the highly complex. A considerable amount of learning is through conditioning. Some experimental evidence has suggested, in a state of fear, very little is required to trigger a full “fight or flight” response (Valls-Sole, Kumru, Kofler (2008). A decrease in memory performance of recently learned information (using memory tests) during fights or flight. There is little evidence that long-term memory or skills are negatively affected, except in terms of manipulation issues (coordinating the skill, e.g. with tremor). So it is probable that old established learning and innate knowledge trumps new learning during fight or flight. Objective:

• The objective of training new hire pilots must be to inculcate Critical Thinking

• Conceptual knowledge or Shaping at the initial stages of learning helps in developing the pilots mental model of the subject

• The seeds must be sown at the foundation so that they germinate with time

• As the pilot gains experience and matures, the HOT develops to higher levels

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• A safe Pilot is one who understands the situation and doesn't panic but takes informed decisions

The Process:

1. Conceptual understanding 2. Higher order thinking 3. Rank Based Grading 4. Gamification and Immersive training

1. Conceptual knowledge involves understanding the concepts and their

application in different situations. By definition, conceptual knowledge cannot be learned by rote. It must be learned by thoughtful, reflective mental activity.

• Human cognition is not designed to discover the objective meaning of experiences, but to serve a rather more basic need—the effective organization of experiences. If students interact directly with objects or events, then their cognitive system organizes experiences by idiosyncratic frameworks, and only rarely do students feel a need to discover another framework by which to organize the experiences. When teachers mediate this interaction, however, learning follows a different course simply because the need to communicate their thoughts forces students to represent and reflect on their experiences—the need to report and answer questions verbally forces them to examine and even revise their concepts of reality (Vygotsky, 1978).

• Plato defined knowledge as Justified True Belief. • The general view among philosophers, cognitive psychologists, and

educators is that humans develop concepts through an active process of adaptation to new and different experiences. Constructivists agree that new concepts are not simply facts to be memorized and later recalled, but knowledge that reflects structural cognitive changes. As such, new concepts permanently change the way students learn, the way they think about facts they encounter, the way they process events around them, and the way they solve problems. The socioculturist view that has gained acclaim over the last two decades emphasizes the critical role of mediation in conceptual development. It underscores the idea that students need to regularly discuss and reflect on their learning with a knowledgeable teacher—and with one another—if they are to develop a solid understanding of concepts (Association for Supervision and Curriculum Development)

2. Higher order thinking skills

Higher order thinking skills use the blooms taxonomy to understand, analyse and evaluate a subject. Thereafter break it down and rebuild in a manner, which is understood better, and in the final stage use the learning to create higher learning and transfer it.

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HOT is not about memorization HOT requires that we do something with facts. We must understand them, Connect them to each other,Categorise them,Manipulate them,put them together in new and novel ways,and apply them as we seek new solutions to new problems HOT involves meta-cognition Metacognition is thinking about thinking. When a learner uses meta-cognition, they are contemplating and revising their thoughts continuously to make sure they truly understand the situation

3. Rank based grading Often called norm referenced grading, it assigns grades to learners based on the performance relative to the class. It promotes intrinsic motivation and effort level to improve scores. The rank is based on the percentile within the group. The top ten percentile would be awarded Grade ‘A’ and so on. Therefore the learner is not contended with a pass score of say 80% or grade based on the final score. The learner needs to be amongst the top learners in the group. The learner is therefore motivated to enhance their knowledge and conceptual understanding of the subject in order to stay on the top of the group.

4. Gamification and Immersive learning

Gamification is use of: Game elements, Game design techniques in a Non-Game context It is about amplifying the effect of an existing, core experience by applying the motivational techniques that make games so engaging. When you gamify high-value interactions with the learner, you drive more stronger collaboration, increased engagement and conceptual understanding. Immersive learning environments (ILEs) are learning situations that are constructed using a variety of techniques and software tools, including game-based learning, simulation-based learning and virtual 3D worlds. ILEs are distinguished from other learning methods by their ability to simulate realistic scenarios and environments that give learners the opportunity to practice skills and interact with other learners. The learning is blended so that the learner gets a realistic experience and acquires learning in near real environment rather than the traditional segregation of theory and practical aspects.

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Conclusion: Decisions are based on the ability to recall learning and recognize the situation. Thereafter, the learning needs to be implemented in terms of application of knowledge. The clearer the conceptual knowledge, the quicker is the recall and recognition, thereafter it is the implementation of predetermined strategies to determine a solution or a new solution based on the in-depth knowledge. Critical situations need quicker recall, therefore a much better understanding of the subject. If the foundation of learning and the methods are strong the recall during a stressful situation is faster and more accurate.