Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 4 - Revision history

Jon Awbrey: /* 4.2.3. The Problem of Reconstruction */

2025-08-24T20:40:14Z

4.2.3. The Problem of Reconstruction

Jon Awbrey: /* 4.2.3. The Problem of Reconstruction */

2025-08-24T20:36:05Z

4.2.3. The Problem of Reconstruction

Jon Awbrey: /* 4.2.3. The Problem of Reconstruction */

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4.2.3. The Problem of Reconstruction

Jon Awbrey: /* 4.2.3. The Problem of Reconstruction */

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4.2.3. The Problem of Reconstruction

Jon Awbrey: /* 4.2.3. The Problem of Reconstruction */ accent [nourishèd]

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4.2.3. The Problem of Reconstruction: accent [nourishèd]

Jon Awbrey at 13:56, 26 June 2013

2013-06-26T13:56:26Z

Jon Awbrey: • Part 8

2011-08-19T21:45:58Z

• Part 8

Jon Awbrey: • Part 7

2011-08-17T21:00:22Z

• Part 7

Jon Awbrey: + Part 6

2011-08-11T14:30:21Z

+ Part 6

Jon Awbrey: /* 4.3.4.3. Testing */ markup

2011-08-06T19:28:56Z

4.3.4.3. Testing: markup

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-The faculty of integration is the ability to reconstruct the splintered images once fashioned in regard to an object of interest, to refit the scattered fragments to a coherent picture capturing the essence of the original, and last to preserve a sense of vision it takes to inspire the desire to know more.&nbsp; That ability is a critically important but frequently neglected ingredient in the quest to improve conduct all the world calls &ldquo;learning&rdquo;.&nbsp; In the aim to give the task the attention it deserves and to take its demands seriously, one comes up against, not only the prevailing notion that the whole exercise is not worth the candle, but the new difficulty of how to deny that founding notion in a positive way, and thus to devise an alternative that is genuinely worth having.
+The faculty of integration is the ability to reconstruct the splintered images once fashioned in regard to an object of interest, to refit the scattered fragments to a coherent picture capturing the essence of the original, and last to preserve the sense of vision it takes to inspire a desire to know more.&nbsp; That ability is a critically important but frequently neglected ingredient in the quest to improve conduct all the world calls &ldquo;learning&rdquo;.&nbsp; In the aim to give the task the attention it deserves and to take its demands seriously, one comes up against, not only the prevailing notion that the whole exercise is not worth the candle, but the new difficulty of how to deny that founding notion in a positive way, and thus to devise an alternative that is genuinely worth having.
 In this way, one comes to the following question:  If common sense, a faculty that is neither necessary nor possible to educate, does not suffice to integrate the senses, then what can be found to do the job, and how are we to train this faculty, as train it we must?

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 |}
-The faculty of integration is the ability to reconstruct the splintered images originally fashioned in regard to an object of interest, to reform the scattered fragments into a coherent picture which captures the essence of the original, and to preserve the sense of vision it takes to inspire the desire to know more.&nbsp; That ability is a critically important but frequently neglected ingredient in the quest to improve conduct all the world calls &ldquo;learning&rdquo;.&nbsp; In the aim to give the task the attention it deserves and to take its demands seriously, one comes up against, not only the prevailing notion that the whole exercise is not worth the candle, but the new difficulty of how to deny that founding notion in a positive way, and thus to devise an alternative that is genuinely worth having.
+The faculty of integration is the ability to reconstruct the splintered images once fashioned in regard to an object of interest, to refit the scattered fragments to a coherent picture capturing the essence of the original, and last to preserve a sense of vision it takes to inspire the desire to know more.&nbsp; That ability is a critically important but frequently neglected ingredient in the quest to improve conduct all the world calls &ldquo;learning&rdquo;.&nbsp; In the aim to give the task the attention it deserves and to take its demands seriously, one comes up against, not only the prevailing notion that the whole exercise is not worth the candle, but the new difficulty of how to deny that founding notion in a positive way, and thus to devise an alternative that is genuinely worth having.
 In this way, one comes to the following question:  If common sense, a faculty that is neither necessary nor possible to educate, does not suffice to integrate the senses, then what can be found to do the job, and how are we to train this faculty, as train it we must?

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 |}
-The faculty of integration is the capacity to reconstruct the splintered images which are fashioned with regard to an object of interest, to reform them into a coherent picture which captures the essence of the original, and to preserve a sense of vision which continues to inspire the desire to know more.  This ability is argued here to be an critically important, but frequently neglected ingredient in the efforts to improve conduct that all the world calls "learning".  In the aim to give this task the attention it deserves and to take its demands seriously, one comes up against, not just the prevailing notion that the whole exercise is not worth the candle, but the new difficulty of how to deny this founding notion in a positive way, and thus to devise an alternative that is genuinely worth having.
+The faculty of integration is the ability to reconstruct the splintered images originally fashioned in regard to an object of interest, to reform the scattered fragments into a coherent picture which captures the essence of the original, and to preserve the sense of vision it takes to inspire the desire to know more.&nbsp; That ability is a critically important but frequently neglected ingredient in the quest to improve conduct all the world calls &ldquo;learning&rdquo;.&nbsp; In the aim to give the task the attention it deserves and to take its demands seriously, one comes up against, not only the prevailing notion that the whole exercise is not worth the candle, but the new difficulty of how to deny that founding notion in a positive way, and thus to devise an alternative that is genuinely worth having.
 In this way, one comes to the following question:  If common sense, a faculty that is neither necessary nor possible to educate, does not suffice to integrate the senses, then what can be found to do the job, and how are we to train this faculty, as train it we must?

@@ Line 244: / Line 244: @@
 |}
-The faculty of integration is the capacity to reconstruct the splintered images that are fashioned with regard to an object of interest, to reform them into a coherent picture that captures the essence of the original, and to preserve a sense of vision that continues to inspire the desire to know more.  This ability is argued here to be an critically important, but frequently neglected ingredient in the efforts to improve conduct that all the world calls "learning".  In the aim to give this task the attention it deserves and to take its demands seriously, one comes up against, not just the prevailing notion that the whole exercise is not worth the candle, but the new difficulty of how to deny this founding notion in a positive way, and thus to devise an alternative that is genuinely worth having.
+The faculty of integration is the capacity to reconstruct the splintered images which are fashioned with regard to an object of interest, to reform them into a coherent picture which captures the essence of the original, and to preserve a sense of vision which continues to inspire the desire to know more.  This ability is argued here to be an critically important, but frequently neglected ingredient in the efforts to improve conduct that all the world calls "learning".  In the aim to give this task the attention it deserves and to take its demands seriously, one comes up against, not just the prevailing notion that the whole exercise is not worth the candle, but the new difficulty of how to deny this founding notion in a positive way, and thus to devise an alternative that is genuinely worth having.
 In this way, one comes to the following question:  If common sense, a faculty that is neither necessary nor possible to educate, does not suffice to integrate the senses, then what can be found to do the job, and how are we to train this faculty, as train it we must?

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 <p>Tell me where is fancy bred,<br>
 Or in the heart, or in the head?<br>
-How begot, how nourished?<br>
+How begot, how nourishèd?<br>
 &hellip;<br>
 It is engendered in the eyes,<br>

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 </div>
 ----
 [[Category:Artificial Intelligence]]

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 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 6|Part 6]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 7|Part 7]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Appendices|Appendices]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : References|References]]
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 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 6|Part 6]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 7|Part 7]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Appendices|Appendices]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : References|References]]

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 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 4|Part 4]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 5|Part 5]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Appendices|Appendices]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : References|References]]
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 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 4|Part 4]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Part 5|Part 5]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : Appendices|Appendices]]
 &bull; [[Directory:Jon Awbrey/Papers/Inquiry Driven Systems : References|References]]

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 =====4.3.4.3. Testing=====
 If the observer looks up and does not see dark clouds, or if he runs for shelter but it does not rain, then there is fresh occasion to question the validity of his knowledge base.
 ====4.3.5. The Stages of Inquiry====