Intelligence Management: Developing Learners’ Metacognitive Skills in the Life-Long Learning

Juli­ja A. Platono­va
Lobachevsky State Uni­ver­si­ty of Nizh­ni Nov­gorod

Sergej V. Tikhonov
Lobachevsky State Uni­ver­si­ty of Nizh­ni Nov­gorod

Ignatius G. P. Gous
Uni­ver­si­ty of South Africa

Intel­li­gence Man­age­ment: Devel­op­ing Learn­ers’ Metacog­ni­tive Skills in the Life-Long Learn­ing

Abstract. The pre­sent­ed paper brings up an issue on metacog­ni­tive reg­u­la­tion of learn­ing process­es and pos­si­bil­i­ties to devel­op learn­ers’ metacog­ni­tive skills. Metacog­ni­tion as the knowl­edge on qual­i­ties of cog­ni­tive process and abil­i­ty to man­age intel­lec­tu­al activ­i­ties is a burn­ing issue in the con­text of the life­long learn­ing con­cept. Stake­hold­ers of edu­ca­tion­al process and their cur­rent inter­ests, approach­es to learn­ers’ metacog­ni­tive com­pe­ten­cies devel­op­ment are char­ac­ter­ized in the paper. The dis­cus­sion ends with the impli­ca­tion that metacog­ni­tive skills are based on the mind’s nat­ur­al abil­i­ties, which reveal them­selves over a life­time. That means metacog­ni­tive abil­i­ties devel­op in accor­dance with learn­ers’ age, back­ground and goals to be accom­plished. Thus, in order to be suc­cess­ful in teach­ing and learn­ing we need updat­ed method­olog­i­cal approach to edu­ca­tion, based on mod­ern the­o­ries on psy­chol­o­gy, ped­a­gogy, and neu­ro­science. The edu­ca­tion­al mod­el pro­posed in the paper is syn­cret­i­cal­ly based on the Galperin’s the­o­ry of sys­tem­at­ic grad­ual devel­op­ment of intel­lec­tu­al activ­i­ty of a per­son (“cog­ni­tive activ­i­ty” stage), Vygotsky’s cul­tur­al-his­tor­i­cal the­o­ry (“sys­tems think­ing” stage), Shchedrovitsky’s sys­tem-based method­olog­i­cal approach (“method­olog­i­cal think­ing” stage), Tokuhama-Espinosa’s con­tem­po­rary learn­ing and teach­ing con­cept found upon the results of inter­dis­ci­pli­nary research in thу area of Mind, Brain and Edu­ca­tion.

Key­words: life­long learn­ing, metacog­ni­tion, met-acog­ni­tive reg­u­la­tion, cog­ni­tive process, learn­ing process man­age­ment.

DOI: 10.5840/dspl2018113


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