Asset-Based Pedagogy (various, 1990s) – an approach to teaching that treats learners’ existing knowledge, languages, cultural practices, and lived experiences as resources for learning, rather than deficits to be corrected
Miller’s Pyramid (George Miller, 1990s) – a four-level framework for assessing professional expertise: Knows (has factual knowledge), Knows How (applies understanding), Shows How (demonstrates performance), Does (practices in real-world settings)
Competence Ladder (Erec Hillis, 2020s) – an eight-level scale for judging skill, moving from basic participation to comparative excellence. Each level is estimated to involve 100× more skill than its immediate precedent: Novice, Competent, Personal, Social, Local, Regional, National, and World Class.
Instructional Illusions (Paul Kirshner, Carl Hendrick, Jim Heal, 2020s) – phenomena that can make it difficult to determine whether (or dupe one into thinking that) meaningful learning is happening – that is, effectively, Proxies for Learning. Ten are identified: Engagement Illusion – Behavioral and/or emotional engagement can be mistaken for cognitive engagement. Expertise Illusion – Expert knowledge can hinder effective novice instruction. […]
Sandwich Generation (Dorothy Miller 1980s) – midlife adults supporting children and aging parents simultaneously
Midult (Emilie McMeekan, Annabel Rivkin, 2000s) – an adult in a transitional “middle” position within adulthood – most commonly used for those in midlife (~35-55) – navigating competing roles (career consolidation, caregiving, identity reassessment)
Adultescent (Adulescent) (1990s) – a portmanteau of “adult + adolescent,” an adult who remains strongly attached to youth culture or adolescent traits
Kidult (1950s) – a portmanteau of “kid + adult,” an adult maintaining youth-oriented tastes/behaviors (consumption, leisure)
Twixter (2000s) – a portmanteau of “twenty + teenager” with inconsistent usage; sometimes applied to late Tweens, sometime to late teens, and sometimes to early 20s who remain dependent
Tween (1940s) – a person in the in-between stage from ~9–12 years of age, bridging childhood and adolescence; marked by early identity work, peer sensitivity, and pre-pubertal or early pubertal change
Ambidextrous Leadership (Michael Tushman, Charles O’Reilly III, 1990s) – a leadership approach that enables individuals or organizations to simultaneously pursue exploration (innovation, experimentation) and exploitation (efficiency, execution) by flexibly shifting behaviors and structures as needed
TAPPLE (John Hollingsworth, Silvia Ybarra, 2000s) – an acronym for a structured teaching technique comprising six elements: Teach first, Ask a question, Pair-share work, Pick a non-volunteer, Listen to response, and Effective feedback
Explicit Direct Instruction (EDI) (John Hollingsworth, Silvia Ybarra, 2000s) – a model of Responsive Teaching offering a systematic approach (TAPPLE, below) to assessing learner comprehension and adapting responses in real time
Translanguaging (Cen Williams, 1990s) – the dynamic use of a person’s full linguistic repertoire – across named languages – to make meaning, learn, and communicate
Post-Activism (Báyò Akómoláfé, 2010s) – a transformative approach to social change that moves beyond traditional, binary “us vs. them” activism, championing a shift from urgent, goal-oriented fighting to slower, relational, and, often, non-human-centered responses to crisis. A prominent theme is how conventional activism can sometimes perpetuate the very problems it seeks to fix.
Secondary Representations – decoupled representations that model possibilities, pretence, beliefs, or alternatives without asserting them as real
Primary Representations – mental representations treated as directly corresponding to reality or current belief states
Semantic Processing (Deep Processing; Semantic Encoding) – engaging with meaning and relations (e.g., categories, use)
Phonemic Processing (Intermediate Processing) – engaging with sound patterns (e.g., rhyme)
Structural Processing (Shallow Processing) – engaging with physical features (e.g., font, shape)
Imagination – derived from the Late Latin imaginare “to form an image of, represent,” the human capacity to form, explore, and work with possibilities beyond immediate perception, drawing on experience, culture, and relation to make meaning. The following are among the many active interpretations of Imagination: … as Mental Simulation – the capacity to mentally rehearse possibilities, scenarios, or outcomes beyond immediate […]
Cosmovision – an integrated worldview that links cosmology, Ontology, Epistemology, ethics, land, and community into a coherent way of living. Cosmovision is widely used in Indigenous and Latin American scholarship to describe relational, land-based understandings of reality.
Cosmology – any systematic account of the origin, structure, and order of the universe. Cosmology has two major intellectual lineages: philosophical/religious and scientific.
Dark Empath (Nadja Heym, 2020s) – a non-clinical term used to describe someone who has relatively strong Cognitive Empathy (under Identity Discourses) but also exhibits traits from the Dark Triad personality cluster
Compassionate Empathy (Compassion; Empathic Concern) (Daniel Bateson, 1960s) – an affective response in which a person not only understands and feels another’s distress but is also motivated to alleviate it
Cognitive Empathy (Jean Piaget, 1930s) – the capacity to understand another person’s thoughts, intentions, and perspective without necessarily sharing their emotional state
Affective Empathy (Einfühlung) (Theodor Lipps, 1900s) – the capacity to share or resonate with another person’s emotional state
Learning Hive – a metaphorical term used sporadically to describe distributed, collective, and relational learning systems. Its meaning depends on the theoretical frame being invoked. Across literatures, it generally refers to a cluster of ideas that includes knowledge as co-produced; learning as distributed across people, tools, and practices; and agency as collective, emergent, and relational. In educational technology discourse, the terms may […]
Cold Leadership (various, 1970s) – a style of leadership that is emotionally detached, highly instrumental, and oriented toward control, efficiency, and outcomes rather than relationships or care. Decisions are framed as rational, neutral, or procedural, often downplaying moral, emotional, or relational impacts.
Critical Ethnic Studies (Critical Ethnic Studies Association, 2010s) – a transnational, interdisciplinary approach that interrogates the promise and limits of institutionalized ethnic studies while centering decolonial, antiracist, and abolitionist analyses of settler colonialism, slavery, empire, and racial capitalism – and the world-making practices that resist them
Critical Multicultural Education (Stephen May, 1990s) – an educational attitude that frames schooling as a site of power and inequality (i.e., that reproduces racism, colonialism, class and gender hierarchies), and that thus aims at transforming institutional structures through anti-oppressive, justice-oriented teaching
Undisciplinarity (Undisciplinary; Undisciplining) – scholarship and pedagogy that deliberately refuses the boundaries, methods, and hierarchies of established academic disciplines. Undisciplinarity works across and against disciplines to create new analytic tools and political commitments, especially when conventional disciplinary frames reproduce the very power relations under critique.
Dignity-Affirming Education (Decoteau Irby, Charity Anderson, Charles Payne, 2020s) – an approach to teaching that centers learners’ inherent “somebodiness,” treating students as intellectually capable and worthy of respect, and designing learning to reduce everyday affronts to dignity (e.g., stigma, exclusion, marginalization) while expanding agency and development
Community-Centered Education (National Research Council, 2000s) – Learning Environments that establish norms for learners to learn from one another, contribute to shared goals, and continually improve within a supportive learning community (classroom, school, families, and broader communities)
Omnism – the view that no single religion holds exclusive truth and that truths or insights can be found across many – or all – religious and spiritual traditions
Episodic Buffer (Alan Baddeley, Graham Hitch, 1980s) – the integrative workspace that binds information from different sources into coherent, time-ordered episodes
Phonological Loop (Alan Baddeley, Graham Hitch, 1970s) – the subsystem that temporarily stores and rehearses verbal and auditory information (e.g., words, numbers, sounds)
Central Executive (Alan Baddeley, Graham Hitch, 1970s) – the attentional control system that directs focus, switches tasks, and coordinates the other memory components
Visuospatial Sketchpad (Alan Baddeley, Graham Hitch, 1970s) – the aspect of Working Memory responsible for temporarily holding and manipulating visual and spatial information – such as shapes, locations, movement, and mental images
Super-Ager (Emily Rogalski, 2010s) – an older adult – typically 80+ years – whose memory performance equals or exceeds that of much younger adults, often those in their 50s or 60s, and who shows minimal age-related brain atrophy, especially in regions linked to memory
Covariant Evolutionary Tempo Model (Graham Budd, Richard Mann, 2020s) – a framework proposing that evolutionary rates in different traits or lineages change together (covary) over time, reflecting shared selective pressures, constraints, or environmental influences rather than independent tempo shifts
Molecular Clock Theory (Emile Zuckerkandl, Linus Pauling, 1960s) – the idea that genetic mutations accumulate at roughly constant rates over time, allowing scientists to estimate evolutionary divergence dates by comparing DNA or protein sequences
Autism Subtypes: Subtype 1: Social and Behavioral Challenges (Flatiron Institute, 2020s) – prominent social-communication and repetitive-behavior traits; developmental milestones often on time; higher rates of co-occurring psychiatric features (e.g., ADHD/ anxiety) Subtype 2: Mixed ASD with Developmental Delay (Flatiron Institute, 2020s) – later early milestones (language/ motor), with fewer psychiatric comorbidities on average; mixed presentation of core autism Subtype 3: Moderate Challenges […]
Double Trauma (Laurence Ralph, 2020s) – the compounded harm of experiencing violence or injustice and then being told by authorities that the experience did not occur or is not real
Behavioral Steering (Nudge Design) (Richard Thaler, Cass Sunstein, 2000s) – the intentional structuring of environments to subtly channel behavior toward preferred outcomes, often bypassing deliberation while preserving the appearance of choice
Explanatory Primitive (E-Prim) (Andrea DiSessa, 1990s) – a basic, intuitive causal schema used to make sense of phenomena without further explanation; foundational to everyday reasoning and conceptual understanding
Zillennials – a micro-generation bridging Millennials and Gen Z, typically born mid-1990s to early-2000s, shaped by both analog childhoods and digitally saturated adolescence
VUCA (US Military, 1980s) – an acronym for Volatility, Uncertainty, Complexity, Ambiguity, originating in military strategy but now widely used in management, education, and policy to characterize contexts where linear planning and fixed expertise are insufficient
Overview Effect (Frank White, 1980s) – a reported cognitive–emotional and epistemic shift experienced by astronauts when viewing Earth from space, marked by an immediate apprehension of planetary fragility, systemic interconnectedness, and the constructed nature of political boundaries, frequently accompanied by heightened ecological concern and an expanded sense of planetary responsibility. Attempts to induce analogue experiences (e.g., via virtual reality) show mixed and […]
Psychological Event Theory (Jacob Robert Kantor, 1930s) – the view that psychological phenomena (thinking, remembering, learning, emotion) are events-in-context, constituted by interactions among organism, environment, history, and situation, rather than internal mental processes or discrete stimulus–response chains
Infrastructural Violence (Paul Farmer, 1990s) – harm produced indirectly through neglectful or exclusionary infrastructures that systematically constrain life chances while remaining politically and morally invisible
Carceral Pedagogy (Erica Meiners, 2000s) – educational designs and practices that borrow from prison logics, emphasizing surveillance, restricted movement, compliance, and control over learning, agency, and trust
Surveillance Design (various, 1990s) – design practices that normalize monitoring, visibility, and data capture, disproportionately targeting marginalized bodies while framing control as safety, efficiency, or accountability
Normative Architecture (various, 1990s) – built environments that silently encode expectations about behavior, movement, attention, and compliance, shaping participation and belonging without explicit instruction
Dreyfus Model of Skill Acquisition (Stuart Dreyfus, Hubert Dreyfus, 1980s) – a model of skill development, taking instruction and practice into consideration. The model parses the process into five or six distinct stages, depending on the version: Novice, Advanced Beginner, Competence, Proficiency, Expertise, Mastery. (Some versions omit either Advance Beginner or Expertise.)
Hofstede’s Cultural Dimensions Theory (Geert Hofstede, 1970s) – a framework of six dimensions developed to compare Organizational Cultures based on shared values that shape behavior in organizations and institutions: Power Distance (the extent to which unequal distribution of power is accepted as normal), Individualism vs. Collectivism (prioritizing of individual autonomy versus group loyalty), Masculinity vs. Femininity (valuing of competition, achievement, and assertiveness […]
Denison’s Organizational Culture Model (Daniel Denison, 1990s) – a model that links Organizational Culture directly to performance and effectiveness by identifying cultural traits that balance internal–external focus and flexibility–stability: Involvement (employee empowerment, team orientation, capability development), Consistency (core values, agreement, coordination), Adaptability (responsiveness to the external environment, learning), Mission (purpose, strategic direction, and long-term goals)
Schein’s Three-Level Model Of Organizational Culture (Edgar Schein, 1980s) – an analysis of Organizational Culture according to three “layers,” ranging from “Artifacts” (visible manifestations – structures, rituals, language, dress, stories, and observable behaviors), through “Espoused Values” (stated beliefs, strategies, goals, and philosophies), to “Basic Underlying Assumptions (deep, unconscious, taken-for-granted beliefs about reality, human nature, relationships, and truth)
Organizational Metacognition (various, 1990s) – awareness of what an organization knows. Such knowledge includes insight into what enables and constrains Organizational Learning.
Sociopathy (George Partridge, 1930) – a largely abandoned term that was originally proposed to emphasize the social and experiential origins of antisocial behavior (i.e., contrasting with earlier biologically framed notions of Psychopathy)
Light Triad (Scott Barry Kaufman, 2010s) – a set of three prosocial personality traits proposed as a counterpoint to the Dark Triad: Kantianism (treating people as ends in themselves, not merely as means); Humanism (valuing the inherent dignity and worth of each person); Faith in Humanity (belief in the fundamental goodness of people)
Dark Tetrad (Delroy Paulhus, Kevin Williams, 2000s) – an elaboration of the Dark Triad to include Sadism (deriving pleasure from causing or witnessing others’ suffering)
Heterodoxy – explicitly articulated alternatives that challenge dominant assumptions and make doxa visible as contingent.
Orthodoxy – Dominant interpretations explicitly defended to preserve the existing order when doxa is challenged.
Doxa (Ancient Greek, reconceptualized by Pierre Bourdieu, 1970s) – the taken-for-granted beliefs, assumptions, and categories that structure perception and action within a social field, appearing natural, self-evident, and beyond question
Market Culture (Robert Quinn, Fohn Rohrbaugh, 1980s) – a culture focuses on competition, results, and external positioning. Organizations emphasize performance, targets, and winning in the marketplace. Effectiveness is measured through productivity, achievement, and goal attainment.
Hierarchy Culture (Robert Quinn, Fohn Rohrbaugh, 1980s) – a culture values stability, control, and formal structure. Organizations rely on rules, procedures, and clear authority. Effectiveness is defined by efficiency, reliability, consistency, and smooth coordination.
Clan Culture (Robert Quinn, Fohn Rohrbaugh, 1980s) – a culture that emphasizes collaboration, trust, and cohesion. Organizations operate like communities, valuing mentoring, participation, and shared commitment. Effectiveness is associated with morale, loyalty, and people development.
Adhocracy Culture (Robert Quinn, Fohn Rohrbaugh, 1980s) – a culture prioritizes flexibility, innovation, and experimentation. Organizations are dynamic and entrepreneurial, encouraging risk-taking and creativity. Effectiveness is judged by adaptability, growth, and the ability to generate new ideas or opportunities.
Competing Values Framework (CVF) (Robert Quinn, Fohn Rohrbaugh, 1980s) – a model of organizational culture and effectiveness that explains how organizations balance fundamentally competing priorities. CVF is built on two orthogonal tensions – “Flexibility & Discretion” versus “Stability & Control” – generating four culture types:
Person Culture (Charles Handy, 1970s) – a culture in which authority organization exists to support autonomous individuals. Professional independence is central, coordination is minimal, and collective direction is weak unless members’ interests align.
Task Culture (Charles Handy, 1970s) – a culture in which authority follows expertise and problem requirements. Temporary teams form to solve problems, emphasizing collaboration and results, with flexibility gained at the cost of clear hierarchy.
Role Culture (Charles Handy, 1970s) – a culture in which authority derives from defined positions and procedures. Stability, predictability, and fairness are prioritized, but adaptability suffers as coordination depends on rules rather than judgment.
Power Culture (Charles Handy, 1970s) – a culture in which authority concentrates in a small core and influence flows through personal relationships rather than formal rules. Decisions are fast, political, and leader-dependent, with success tied to proximity to power.
Handy’s Model of Organizational Culture (Charles Handy, 1970s) – a classification of r ideal-type cultures, based on how power, roles, tasks, and people are organized:
Mixed-Motive Interaction (Game Theory, 1950s) – a social situation where individuals face a conflict between cooperating for mutual, long-term gain and competing for immediate, personal benefit
Coopetition (Adam Brendenburger, Barry Nalebuff, 1990s) – a team-based motivational structure aimed at harnessing the advantages of both cooperation and competition – by collaborating to create shared value while competing to capture (individual or team) advantage
Cooperative–Competitive Learning (Johnson & Johnson, 1980s) – structured learning environments that combine the productive benefits of working together with the differentiations and motivations associated with competition
Competition-Based Motivation (Leon Festinger, 1950s) – precisely as it sounds, the use of competition to encourage engagement – that is, at regulating effort, persistence, and engagement by winning or by outperforming peers
Feel-Good Learning (various; 1990s) – the prioritizing pleasant experiences and emotional uplift in instructional design, based on the assumption that positive affect (enjoyment, confidence, comfort) is a primary driver and indicator of effective learning
Learning Made Easy (EdTech marketing, 2000s) – a discourse framing effective learning as smooth, intuitive, and low-effort, often equating reduced difficulty with increased accessibility and motivation
No Friction (UX design and platform economics, 2010s) – a design principle aiming to eliminate struggle, delay, or cognitive resistance in learning environments, treating difficulty as a usability flaw rather than a pedagogical resource
Peer Instruction (Eric Mazur, 1990s) – a teaching–learning strategy based on the insight that students consolidate conceptual understanding by explaining reasoning to peers, particularly when resolving conflicting answers, shifting learning from answer production to sense-making
Reciprocal Teaching (Annemarie Palincsar & Ann Brown, 1980s) – a teaching–learning strategy based on the idea that students deepen comprehension by explicitly summarizing, questioning, clarifying, and predicting to/for peers, making normally tacit comprehension processes visible and discussable
Virality (2000s) – the suggestion that network-driven replication of ideas/Memes propagate resemble (and can be modeled after) the propagation of viruses
Epidemiology of Ideas (Dan Sperber, 1990s) – the suggestion that ideas/Memes spread like diseases through populations
Replication–Variation–Selection (Richard Dawkins, 1970s) – three co-dependent dynamics associated with the evolution of Memes: Replication –the process by which memes copy themselves across minds and media (analogous to genetic replication) Variation – differences introduced during copying (misremembering, remixing, reinterpretation), which enable cultural evolution Selection – differential survival of memes based on appeal, utility, or transmissibility
Anchored Instruction (John Bransford, 1990s) – a discourse on teaching in technology-rich settings that is explicitly aligned with Social Constructionism, Situated Learning, and Active Learning. The term “anchoring” is used to highlight the connection between academic content and authentic context – and that connection, or anchor, typically comes in the form of a motivating narrative (preferably in video format) that is rich […]
Activity-Dependent Plasticity (Paul Bach y Rita, 1970s) – a set of interpretations of what goes on in the brain when the learner is involved in specific (usually repetitive) physical movements, practices, and/or stimulations. The discourse combimes insights from Neuroscience and Embeddedness Discourses around the realization that the robustness and fidelity of memories has to do with synaptic strength, which in turn is […]
Snackable Content (Marketing and digital media industries, 2010s) – learning content designed as short, self-contained units optimized for quick consumption, minimal attention span, and on-demand access, often detached from cumulative conceptual development.
Flipped Learning (FLIP Pillars) (Jonathan Bergmann, Aaron Sams, 2010s) – a formal pedagogical model defined by the FLIP pillars (Flexible environment, Learning culture, Intentional content, Professional educator). Flipped Learning is oten treated as the canonical framing of the Flipped Classroom.
Video-First Instruction (various, accelerated by Sal Khan, 2000s) – instructional design that prioritizes video as the primary medium for explanation, demonstration, and sequencing of content, often preceding or replacing text, discussion, or practice.
Accessible Learning (Disability rights movement, 1970s) – a discourse emphasizing removal of barriers to participation in learning, often conflating structural accessibility (disability, language, access) with ease, speed, or reduced intellectual demand
Phenomenon Metaphor – from from Greek phainomenon “that which appears or is seen,” derived from PIE root *bha “to shine”
Idea Metaphor – from Greek idein “to see,” derived from PIE *weid- “to see”
Evidence Metaphor – derived from Latin evidens “obvious, apparent”
Argue Metaphor – from Latin arguer “make clear,” derived from the PIE root *arg- “to shine; white”
Antidebate (Jonathan Rowson, 2020s) – a mode of shared inquiry aimed at understanding complexity rather than defending fixed positions. Antidebate rejects adversarial, winner–loser argument, replacing persuasion with collaboration, epistemic humility, and relational sense-making.
Olfactory Enrichment (Rachel Herz, 1990s) – the deliberate use of scents to stimulate smell in ways that enable memory, leveraging the strong neurological link between olfaction, the limbic system, and enhanced recall, regulation, and engagement
Reduced Environmental Stimulation Therapy (REST) (Peter Suedfeld, 1970s) – a therapeutic approach based on minimization of sensory input – light, sound, touch, and sometimes gravity – to induce deep relaxation, reduce cognitive noise, and restore baseline neural regulation
Subdiscourse – a distinct, internally coherent strand of language and meaning operating within a broader discourse, shaped by its own assumptions, conventions, and purposes
Subdiscourse – a distinct, internally coherent strand of language and meaning operating within a broader discourse, shaped by its own assumptions, conventions, and purposes
Decolonizing, Equity, Diversity, and Inclusion (DEDI) (2020s) – a mash-up of Equity, Diversity, and Inclusion (see above) and Decolonization (under Decolonizing Education)
National Trauma (various, 1990s) – a collective, enduring injury to a society’s identity, memory, and institutions caused by large-scale violence or structural harm, often transmitted intergenerationally and embedded in law, culture, and governance
Cultural Trauma (Jeff Alexanber, 2000s) – a process by which a group comes to define an event or condition as fundamentally damaging to its collective identity, memory, and moral framework
Collective Trauma (Kai Erikson, 1970s) – a shared psychological and social injury experienced by a group following catastrophic events, altering communal bonds, identity, and meaning-making beyond individual harm
Double-Loop Learning Matrix (Chris Argyris, Donald Schön, 1980s) – a two-dimensional strategic tool combining the learning cycle (Single-Loop Learning, the observe-to-implement cycle) with systems-thinking levels (Double-Loop Learning, the events-to-mental-models cycle), used to distinguish surface fixes from high-leverage changes by interrogating and revising underlying assumptions, values, and governing beliefs
Hypervisibility (Michel Foucault, 1990s) – a condition in which racialized bodies are excessively seen, monitored, and interpreted, often as threat or anomaly, rather than granted normative invisibility
Anti-Blackness (Frank Wilderson III, 1990s) – a specific form of racism that positions blackness as uniquely devalued and disposable, structuring social, economic, and political hierarchies even among racialized groups
Black Epistemology (Patricia Hill Collins, 1980s) – ways of knowing generated through Black historical experience, struggle, and survival, often challenging dominant knowledge systems that erase or marginalize Black perspectives
Black Subjectivity (W.E.B. Du Bois, 1960s) – the lived, reflective experience of being Black under conditions of structural constraint, encompassing agency, self-making, and meaning despite systemic negation
Racial Epidermalization (Frantz Fanon, 1950s) – the reduction of identity to the body’s surface where skin becomes the primary site onto which social meanings, fears, and exclusions are projected
Blackness (W.E.B. Du Bois, 1950s) – a racialized condition produced by power that marks bodies as deviant, risky, or expendable. Blackness signifies structural subjection, Hypervisibility, and imposed meaning, while also serving as a site of resistance and knowledge production.
Racialization (Stuart Hall, Robert Miles, 1970s) – the process by which social meanings, hierarchies, and expectations are attached to perceived physical or cultural differences, transforming them into racial categories with material consequences.
Enbyphobia (various, 2010s) – discrimination or hostility toward nonbinary people, often involving denial of nonbinary identities or coercion into binary gender categories
Cisnormativity (various, 2000s) – the assumption that all people are cisgender, positioning cis identities as normal and legitimate while marginalizing trans and nonbinary identities
Queermisia (various, 2010s) – systemic and affective hatred or contempt toward queer people, emphasizing structural, cultural, and institutional dimensions of anti-queer hostility beyond individual fear. Queerphobia includes Homophobia, Biphobia, Transphobia, Queerphobia and all other forms of hate towards queer identities.
Transphobia (various, 1990s) – prejudice or discrimination against transgender and gender-diverse people, including denial of identity, exclusion from services, harassment, or violence tied to Cisnormativity
Queerphobia (various, 1990s) – broad aversion to queer identities, expressions, or communities, encompassing stigma and exclusion directed at anyone who deviates from Heteronormativity and Cisnormativity
Biphobia (various, 1980s) – prejudice or erasure directed at bisexual people, including stereotypes, invalidation, and exclusion within both heterosexual and queer contexts.
Homophobia (George Weinberg, 1960s) – hostility, prejudice, or discrimination toward people perceived as lesbian or gay, often expressed through fear, moral condemnation, exclusion, or violence rooted in Heteronormativity
Unforgetting – the intentional recovery and re-centering of knowledge, memory, or practice that was actively erased or suppressed by power, rather than passively forgotten, as an act of ethical, cultural, or political restoration
Counter-Memory (Michel Foucault, 1970s) – a critical practice of recalling marginalized or suppressed histories to challenge dominant narratives, exposing how power shapes what is remembered, forgotten, or normalized within institutions and collective memory
Positive Deviance (Marian Zeitlin, 1990s – an approach that identifies locally embedded, uncommon practices through which certain individuals or groups achieve better outcomes than peers, despite facing the same structural constraints and access to resources
Proxemics (Edward Hall, 1960s) – the study of how people use physical space to communicate meaning (relationships, power, culture, inclusion, and exclusion) in social interactions – through, e.g., distance, orientation, and spatial arrangements
Information Radiator (Alistar Cockburn, 2000s) – a high-visibility, continuously updated display that makes key information immediately accessible to everyone in a shared workspace
Second Teacher (Loris Malaguzzi, 1940s) – adults (educators, parents, caregivers) – who act as co-learners and facilitators rather than transmitters of knowledge
First Teacher (Loris Malaguzzi, 1940s) – the child (learner) – that is, learning is driven by the child’s curiosity, agency, and meaning-making
Microdosing Mindfulness (Micropractices) (various, 2020s) – the intentional practice of very brief mindfulness moments throughout the day (e.g., 30 seconds to a few minutes of focused attention, mindful breathing, or sensory awareness) rather than longer traditional sessions
ALARM (Action-Based Learning of Adaptive Representations) (Hakwan Lau, 2020s) – the proposal that consciousness emerges from neural systems that integrate perception, internal states, and action selection to guide adaptive behavior under uncertainty – emphasizing metacognition, prediction, and flexible decision-making rather than passive sensory awareness
Trauma – a psychological and physiological response to overwhelming threat or harm that exceeds one’s capacity to cope. Trauma can disrupt memory, emotion, perception, and bodily regulation, with effects that persist long after the original event has passed. (See also: Educational Trauma, under Activist Discourses; Intergenerational Trauma and Transgenerational Trauma, under Decolonizing Education; Developmental Trauma Disorder, under Social Model of (Dis)Ability; Trauma-Informed Learning, under Social-Emotional Learning; […]
Toxic Productivity (2010s) – the compulsion to be constantly productive in ways that undermine health, relationships, and wellbeing – whereby rest is framed as failure and output as the only measure of worth, often leading to exhaustion, guilt, and disconnection from community and self
Maslow’s Hammer (Law of the Instrument) (1960s) – named after Abraham Maslow’s observation, “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail,” a Cognitive Bias in which a person becomes overly reliant on a familiar tool, method, or framework, even when it is inappropriate for the situation
“My Favorite No” (Leigh Ann Bryant, 2010s) – a formative-assessment strategy intended to normalize mistakes and build understanding through selecting an anonymous incorrect student answer, highlighting what’s correct in the reasoning, and then guiding the class in fixing the error
Task-Switching Costs (Cal Newport, 2010s) – the measurable losses in efficiency, time, and cognitive performance that occur when the brain shifts attention from one task to another
Digital Distraction (Gloria Mark, 2000s) – when attention is pulled away from an intended task by digital technologies – notifications, messages, feeds, apps, alerts, multitasking prompts, and the constant availability of online activity
Context Switching (Fernando Corbató, 1960s) – the efficiency-reducing act of shifting between different tasks, roles, or mental frameworks, each of which requires its own cognitive “context” – a set of rules, goals, and information held in working memory
Attention Residue (Sophie Leroy, 2000s) – the lingering (and temporarily impairing) cognitive trace of a prior task that remains in one’s mind after switching to a new one
Five Epochs of Brain Development (Alexa Mousley, 2020s) – a mapping of how brain structure evolves across the lifespan, based on analyses of MRI diffusion-scan data from individuals, aged from infancy to 90 years. Four structural “turning points” (around ages 9, 32, 66, and 83) and five “epochs” were identified: Epoch 1: Childhood (birth → ~9 years) – neural over-connectivity is pruned; […]
Time-Blocking (Cal Newport, 2010s) – a productivity method in which one schedules one’s day by dividing time into fixed blocks, with each block dedicated to a single task, project, or type of work
Monotasking – focusing on one task at a time with sustained attention. Monotasking is associated with improvements in depth, quality, and cognitive performance.
Memory Manipulation – the intentional alteration of how one recalls past events – through psychological pressure, narrative control, and/or technological intervention – to distort, overwrite, or reshape one’s understanding (often to influence behavior or diminish trust in one’s own memory)
Place-Conscious Pedagogy (David Gruenewald, 2000s) – a version of Place-Based Education involving explicit attention to such matters as whose land it is, how it has been shaped by colonialism, power, dispossession, and environmental exploitation, and demands ethical, relational accountability to place — including Indigenous presence, histories, and Knowledge
Paideia – literally meaning “the rearing of a child” (from the Ancient Greek paîs “child” + –eia “process or practice”), a word that evolved to signify a comprehensive process of education and cultural formation aimed at developing the ideal citizen, encompassing the physical, intellectual, and moral well-being of an individual
Screen Ecology (Device Ecology) (various, 2000s) – an ecological view of how users, devices, behaviours, and environments interact – emphasizing interdependence among design features, habits, social contexts, and cognitive processes that shape digital experience and behaviour
Human Capital Theory (Theodore Schultz, Gary Becker, 1960s) – an economic framework proposing that individuals’ knowledge, skills, education, and health function as forms of capital that increase productivity and earnings. Investment in education and training is therefore understood as comparable to investment in physical capital, yielding measurable economic returns over time.
Dogmatism – rigid adherence to beliefs or doctrines asserted as unquestionably true, resistant to evidence, critique, or alternative perspectives. Dogmatism prioritizes certainty over inquiry, often suppressing dialogue, adaptability, and nuanced understanding in intellectual, cultural, or political contexts.
Informational Compression (Context Collapse; Degraded Reuse; Epistemic Fragmentation; Idea Flattening; Information Loss; Meme Reduction; Signal Degradation) (Claude Shannon, 1940s) – the progressive reduction of complexity, nuance, and contextual detail of public knowledge as information is repeatedly summarized, reposted, or transformed across media. Over time, ideas degrade into simplified fragments, weakening fidelity, depth, and interpretive richness.
Indigenous Knowledge Bundle (Leroy Little Bear, 1990s) – a coherent, interrelated set of teachings, practices, stories, protocols, relationships, and responsibilities held together as a living whole. Here Knowledge is understood as relational, inseparable, and carried with obligations, not as discrete pieces of information.
g-to-Multiple-Processes Continuum – a model that locates intelligence theories between a single general factor (g – see Medical Model of (Dis)Ability) and views that emphasize many distinct cognitive processes. The model frames intelligence research as a spectrum, not a binary, highlighting how models vary in how much they rely on general vs. domain-specific mechanisms.
Reverse Flynn Effect (Bernt Bratsberg, Ole Rogeberg, 2010s) – the observed generational decline in population IQ scores in several high-income countries during the 21st century. The effect is most often attributed to environmental changes rather than genetics.
Institutional Work (Thomas Lawrence, Roy Suddagy, Bernard Leca, 2000s) – a discourse focused on purposeful actions that individuals and groups take to create, maintain, or disrupt institutions
Psychosocial Frailty (2010s) – an elaboration of Social Frailty, referring to vulnerability arising from reduced psychological resources (mood, coping, cognition) coupled with weakened social supports and engagement
Social Frailty (Hiroyuki Makizako, Hidenori Shimada, Kota Tsutsumimoto, 2000s) – declining social resources – reduced networks, support, roles, or participation – that increase vulnerability to poor health and functional decline. Social Frailtyis argued to be an essential complement to physical and cognitive frailty.
Agentic Al (2020s) – autonomous, goal-directed systems able to plan, take initiative, and act across multiple steps without continuous human prompting. An Agentic Al combines reasoning, memory, and tool use to pursue objectives, monitor progress, and adapt to changing conditions-functioning more like an artificial “agent” than a passive model.
Technoference (James Roberts, Meredith David, 2010s) – a research term describing how digital devices interrupt attention, relationships, and social interactions. Technoference highlights the cognitive and interpersonal costs of constant connectivity, multitasking, and device-driven disruptions.
Media Diet (Information Diet) (Clay Johnson, 2010s) – a metaphor describing deliberate curation of the news, media, and information one consumes. The Media Diet framework emphasizes quality, diversity, and balance to counter misinformation, polarization, and cognitive overload.
Digital Well-Being (World Health Organization; 2010s) – a holistic framework for evaluating how digital engagement influences mental, emotional, physical, and relational health. Digital Well-Being emphasizes balanced, intentional technology use that supports human flourishing while mitigating stress, distraction, and harmful digital environments.
Digital Self-Regulation (various, 2010s) – the capacity to manage digital impulses, distractions, and notification-driven behaviour. Digital Self-Regulation emphasizes intentional goal-setting, behavioural monitoring, and strategies that maintain focus, persistence, and emotional balance in digital environments.
Digital Nutrition (Jocelyn Brewer, 2020s) – to a mindful, intentional approach to our digital consumption – treating online content, screen time, and digital interactions as aspects of one’s “digital diet.” Digital Nutrition emphasizes consciously selecting the quality, quantity, and timing of digital engagement to support mental, emotional, and relational well-being.
Digital Minimalism (Cal Newport, 2019) – a philosophy promoting intentional, high-value digital engagement while eliminating low-value, compulsive, or distracting technologies. Digital Minimalism emphasizes clarity of purpose, deep work, and reducing the cognitive and emotional noise of digital life.
Digital Hygiene (Cybersecurity & UX fields; 2010s) – a set of habits that maintain a “clean” digital life. Digital Hygiene focuses on boundaries, notification management, secure practices, and intentional device-use patterns to reduce cognitive overload, digital clutter, and unintended behavioural drift.
Digital Mindfulness (various; 2010s) – the application of mindfulness principles to digital behaviour. Digital Mindfulnesscultivates awareness of impulses, habits, and emotional triggers while fostering intentional, non-reactive, value-aligned engagement with technologies and online content.
Attention Ecology (various, 2000s) – a perspective examining how digital environments compete for, shape, and redistribute human attention. Attention Ecology emphasizes understanding attention as a scarce cognitive resource influenced by platforms, environments, and design architectures.
Cognitive Continuum Theory (Kenneth Hammond, 1980s) – the perspective that judgment shifts between intuition and analysis depending on task demands. Most real decisions use a mixed “quasirational” mode. Effective judgment comes from aligning cognitive style with the structure and complexity of the problem.
Epistemic Continuum – a range of related ways of knowing or understanding that flow into one another rather than forming strict categories. An Epistemic Continuum highlights gradual shifts, overlaps, and transitions between different epistemic positions or knowledge forms.
Pluriverse (Pluriversal Epistemology) (Arturo Escobar, 2010s) – the assertion that reality consists of many coexisting worlds and knowledge systems, each valid within its own relational, cultural, and historical context. The Pluriverserejects universalist assumptions and emphasizes equitable coexistence among diverse Indigenous, local, and non-Western ways of knowing.
Epistemic Ecology (Knowledge Ecology) (Lorraine Code, 1990s) – an interconnected system in which knowledge is produced, shared, sustained, and transformed. Epistemic Ecology highlights relationships among people, practices, cultures, institutions, and environments, emphasizing how knowledge lives, adapts, and evolves within dynamic, relational contexts.
Black Box Problem (2020s) – in AI, a reference to the fact that many advanced models (especially deep-learning systems) produce outputs without revealing how they reached those decisions. Their internal reasoning is opaque, hard to interpret, and difficult to audit for errors, bias, or accountability.
Dream Engineering – the scientific practice of influencing dream content through sensory cues, memory-reactivation techniques, and lucid-dream induction. Used in sleep research and therapy, Dream Engineering supports memory consolidation, nightmare reduction, trauma recovery, and creativity.
Intelligence Spectrum – an informal phrase used to frame intelligence as multiple interacting capacities rather than a single measurable trait. In addition to pointing to analytical, social, creative, practical, embodied, and ecological aspects, Intelligence Spectrum highlights diverse ways of knowing, including relational and land-based forms emphasized in Indigenous worldviews.
Fusion – the point where previously separate forms of knowing – embodied, conceptual, representational, and/or cultural – integrate into a single, fluid understanding. The learner no longer switches among parts; knowledge operates as one coherent system enabling flexible action.
Attention Schema Theory (Michael Graziano, 2010s) – the suggestion that Consciousness arises from the brain’s internal model of its own attention. The brain constructs a simplified version of itself (a Schema) to monitor and predict attention, creating the subjective feeling of awareness.
Autotelic (popularized by Mihály Csíkszentmihályi, 1980s) – from the Greek auto “self” + telos “end,” an adjective used to describe activities that have an end or purpose in themselves – and so engaged for their own sake (intrinsic satisfaction) rather than for external reward
Trailing Parent (2020s) – a parent who relocates to support a child’s schooling, training, or care needs – moving because the child moves
Performance Curve – a graph showing how performance changes with factors such as time, practice, stress, focus, or fatigue – typically rising, plateauing, or declining. Learning Curves and Forgetting Curves are specific types of Performance Curves.
Friction Intervention (Cass Sunstein, Tamar Kugler, 2020s) – the intentional addition of small obstacles or delays to make undesirable actions harder – prompting reflection before acting. A Friction Intervention is the opposite of a Nudge, used in behavioral design to deter rash behavior through extra steps, confirmations, or waiting periods.
Wide-Boundary Self-Awareness (various, 1990s) – an expanded sense of self that recognizes one’s interdependence with others, systems, and environments. Wide-Boundary Self-Awareness transcends ego-centered perception, integrating social, ecological, and relational contexts into one’s understanding and actions – an awareness of being part of interconnected living systems.
Connected Knowing (Mary Belenky, 1980s) – an epistemic stance valuing empathy and contextual understanding in knowledge formation
Collective Self (Henri Tajfel, John Turner, 1979) – awareness grounded in group or cultural membership rather than individual autonomy
Transpersonal Self – (Ken Wilber, 1990s) consciousness extending beyond the ego to collective or universal identity
Relational Self (various, 1980s) – understanding identity as constituted through relationships and social context
Systems Self (various, 1990s) – awareness of one’s participation in living systems of relationship and feedback
Ecological Self – (Arne Næss, 1980s) identity expanded to include the natural world; seeing self as part of ecological systems
Mindsight (Daniel Siegel, 2000s) – capacity to perceive one’s own and others’ mental states within an interdependent system
Narrow–Boundary Intelligence – context-limited reasoning that excels at defined tasks but ignores wider relationships. Narrow–Boundary Intelligence reflects technical skill without systemic awareness – effective in closed problems yet blind to broader social, ethical, or ecological interconnections.
Metaignorance (David Dunning, 1990s) – unawareness of one’s own ignorance – a second-order failure of knowledge. Metaignorance occurs when individuals or groups mistakenly believe they understand something, lacking the metacognitive awareness to recognize their own misunderstanding.
Ontological Uncertainty – Uncertainty that arises because the world itself is open, evolving, or fundamentally unknowable – not merely because of missing data. It contrasts with Epistemic Uncertainty, which comes from limited knowledge.
Neurodegeneration – structural neuronal loss in conditions like Alzheimer’s or Parkinson’s
Mental Stagnation – reduced intellectual engagement leading to decreased flexibility or creativity
Learned Nonuse – suppression of capabilities due to repeated failure or neglect
Cognitive Disuse – loss of skill or efficiency from lack of practice
Cognitive Atrophy (various, 1980s) – the decline of mental ability from disuse, aging, or disease. Like muscle atrophy, Cognitive Atrophy occurs when neural pathways weaken through inactivity or loss of stimulation, reducing memory, reasoning, and problem-solving capacity.
Phenomenological Ontology (Michel Bitbol, 2010s) – a perspective that grounds reality in lived experience rather than objective entities. Phenomenological Ontology holds that the world is constituted through consciousness and relational context, making experience itself the primary mode of being from which scientific descriptions are abstractions.
Ontological Theories (Metaphysical Theories of Reality) – efforts to explain what fundamentally exists and how different kinds of being relate, typically by attempting to outline the basic structure of reality – for example, whether everything is one substance (Monism), two (Dualism), or many (Pluralism):
Pluralism – the view that reality consists of many fundamentally distinct kinds – not just one (as in Monism) or two (as in Dualism)
Dualism – the view that reality consists of two fundamentally distinct kinds of substance or properties – typically mind and matter, or mental and physical – each irreducible to the other. Dualism contrasts with Monism, which holds that reality is ultimately of one kind.
Evolving Consciousness (Pierre Teilhard de Chardin, 1960s) – a view of evolution as a process driving matter toward increasing complexity and awareness, culminating in a collective Noosphere – sphere of human thought uniting all minds
Epistemic Injustice (Miranda Fricker, 2000s) – a description of how people are sometimes wronged in their capacity as knowers when bias undermines their credibility (i.e., their ability to contribute to shared understanding)
Matilda Effect (Margaret W. Rossiter, 1990s) – the systematic denial or minimization of women’s scientific contributions, with credit often given to men (named after suffragist Matilda Joslyn Gage)
Micropsychism – the view that all fundamental physical entities possess minimal forms of consciousness, and complex minds arise from combinations of these micro-experiences. Micropsychism is a variant of Panpsychism, focused on consciousness at the smallest physical scale.
AI Psychosis (popular, 2020s) – a phrase coined to describe cases where interactions with AI systems appear linked to delusions or distorted beliefs. At present, the notion is largely anecdotal. Experts caution against using it too broadly, as it may conflate influences with causes.
Licensing (Moral Licensing; Moral Self-Licensing) (Anna Merritt, 2010s) – the tendency to give oneself permission to act indulgently or unethically after doing something good
Dynamic Organicity Theory (Roman Poznanski, 2020s) – the proposal that consciousness emerges from the nonlinear, self-organizing dynamics of the brain’s neural and electromagnetic fields. Dynamic Organicity Theory integrates quantum and classical processes to model the brain as a living, dynamic system where coherence and complexity generate subjective experience.
Quantum Brain Theory (Luigi Ricciardi, Hiroomi Umezawa, 1960s) – the suggestion that memory and cognition arise from quantum field interactions in the brain. Neural activity creates and maintains coherent quantum states, allowing information storage through long-range correlations rather than purely classical neural connections.
Quantum Information-Based Panpsychism (Federico Faggin, 2020s) – the suggestion that consciousness is intrinsic to quantum information. Every quantum system possesses a primitive form of awareness, and complex conscious experience arises from integrated informational structures within the quantum fabric of reality. (See Quantum Cognition.)
Quantum Biology (1990s) – research into how quantum phenomena – such as coherence, tunneling, and entanglement – affect biological processes. Quantum Biology investigates quantum effects in photosynthesis, enzyme activity, olfaction, and possibly cognition, linking subatomic physics to living systems.
Implicate Order (David Bohm, 1980s) – a deeper, enfolded reality in which everything is internally related. What is perceived as independent events in the explicate order are expressions of a single, dynamic wholeness within the implicate order.
Explicate Order (David Bohm, 1980s) – the world one normally perceives – objects, events, and patterns that appear separate and sequential in space and time. The Explicate Order is the domain of measurable phenomena, where cause and effect seem linear and distinct.
Implicate Order Theory (Theory of the Implicate and Explicate Orders) (David Bohm, 1980s) – a proposal that reality is not composed of isolated parts but of processes that continually unfold and enfold one another through two intertwined dimensions of order:
Nontheoretical Physicalism (Yujin Nagasawa, 2000s) – the assertions that Physicalism is true but undefinable. Laking a complete physical theory, there is no way to specify how the physical explains higher level process like learning and cognition. Nontheoretical Physicalism preserves Physicalism’s commitment while suspending claims about its exact explanatory mechanism.
Multi-Aspect Monism (Veli-Matti Kärkkäinen, 2010s) – a theological-philosophical view holding that reality is unified (monistic) but expressed through multiple irreducible aspects – physical, mental, spiritual, social, and divine.
Reductionist Determinism – the belief that all phenomena, including human behavior and thought, are completely determined by their most basic physical components and laws. It assumes that understanding lower-level mechanisms (e.g., neurons, molecules) can fully explain higher-level complexity.
Neurobiological Reductionism – the view that all mental phenomena – thoughts, emotions, consciousness – can be fully explained by underlying neurobiological processes. It assumes psychology and cognition reduce to brain activity, with no need for higher-level or non-physical explanations.
Technological Approach to Mind Everywhere (TAME) (Michael Levin, 2020s) – the view that mind and cognition are emergent control processes found across all living systems. TAME treats intelligence as a scale-free property of goal-directed information processing, not limited to brains, enabling synthetic and biological unification of cognition.
User Illusion (Tor Nørretranders, 1990s) – the mistaken belief that Consciousness is the true initiator or controller of action, when in fact most cognition is unconscious and consciousness only narrates or interprets what the brain has already done
Experience Recorder and Reproducer (ERR) (Bob Doyle, 2000s) – a model of learning and cognition that suggests the brain records experiences along with associated emotions and actions, then replays them when similar situations arise
Symbolic Mode of Reference (Terrance Deacon, 1990s) – a type of meaning that arises from arbitrary, rule-based relationships among signs (e.g., the word “cat”).
Indexical Mode of Reference (Terrance Deacon, 1990s) – a type of meaning that arises from direct association or causation (e.g., pointing to a cat; smoke indicates fire)
Iconic Mode of Reference (Terrance Deacon, 1990s) – a type o meaning that arises from resemblance (e.g., a drawing of a cat looks like a cat)
Triadic Theory of Reference (The Semiotic Hierarchy) (Terrance Deacon, 1990s) – the suggestion that cognition and communication operate through three interrelated modes of reference – Iconic, Indexical, and Symbolic – each representing increasing abstraction and complexity in meaning making:
No-Self Representational Theory ff Subjectivity (Thomas Metzinger, 2010s) – the view that the self is not an entity but a model created by the brain – a transparent, dynamic imagining that makes internal processes appear as belonging to a unified subject
Homuncular Functionalism (William Lycan, 2000s) – the suggestion that the mind works through a hierarchy of simpler, semi-autonomous subsystems (Homunculi), each performing specific cognitive tasks. Mental functions emerge from their coordinated operations, not from a single central controller.
Transparency Theory (Transparency of Experience) (G. E. Moore, 1910s) – the suggestion that, when one introspects on perception, one is directly aware only of external objects or properties, not internal mental features. That is, experience is transparent one sees through it to the world, not at it.
Epistemic Uncertainty – the type of Uncertainty that comes from lack of knowledge
Aleatory Uncertainty – variability that’s inherent in a system – the kind one cannot eliminate no matter how much data is collected (e.g., weather fluctuations, genetic variation, dice rolls)
Uncertainty Theory (Baodin Liu, 2000s) – the study of how to model, measure, and reason about situations with incomplete, vague, or unpredictable information. Uncertainty Theory formalizes uncertainty beyond probability – using tools like fuzzy sets, belief functions, and credibility measures – to guide rational decision-making under indeterminacy.
Descriptivism (Gottlob Frege, 1890s) – the view that the meaning of a name or term is determined by the descriptions associated with it.
Higher-Order Representationalism (HOT) (David Rosenthal, 1980s) – the view that a mental state is defined by being represented by another mental state. That is, awareness arises when a higher-order thought or perception represents a lower-order mental state (like seeing or feeling). The key idea is that mind represents its own states, not just the external world.
First-Order Representationalism (FOT) (Fred Dretske, 1990s) – the view that mental states gain their character by directly representing features of the external world. A perception or thought is defined by what it represents, not by any higher-level reflection or awareness of that representation.
Process Paenexperientialism (Alfred North Whitehead, 1910s) – a blend of Processism (under Coherence Discourses) and Panexperientialism, holding that reality is made up of experiential processes, not static things. Every entity—atoms, cells, people—is a moment of experience in continual becoming.
Materialist Physicalism – a version of Physicalism rooted in traditional Materialism – the view that all phenomena, including human thought, are ultimately physical in nature
Nondualistic Interactionism – the view that mind and matter are distinct but not separate substances – they are interdependent aspects of a single reality that continuously interact. That is, mental and physical processes co-emerge and influence each other within one unified system.
Panexperientialist Physicalism (David Ray Griffin, 1990s) – the view that matter itself is experiential – that is, all physical entities have some degree of experience. The perspective unites mind and matter within a single, process-based physical world.
Panexperientialism (Alfred North Whitehead, 1920s) – a form of Panpsychism that holds that all entities in the universe possess some degree of experience or subjectivity, even if not conscious awareness. That is, Panexperientialism suggests that experience is a universal feature of reality, but cognition and self-awareness emerge only in complex systems like animals and humans.
Hylomorphism (Aristotle, c. 350 BCE) – the view that everything consists of both matter and form. Matter is the physical stuff; form is the organizing pattern that makes it what it is. For example, a statue’s matter is marble, its form is the shape of a person. Or one’s matter is flesh and bone; one’s form is life or soul.
Neurofunctionalism (Attended Intermediate Representation Theory) (Jesse Prinz, 2010s) – the suggestion that Consciousness happens when the brain combines sensory information into patterns the body can use to act and react – it’s the brain’s way of turning perception into purposeful behavior. Concisely: Neurofunctionalism asserts that Attention engenders experience.
Critical Brain Hypothesis (John Beggs, 2020s) – the proposal that the brain operates near a critical point between order and chaos, like a system poised on the edge of a phase transition. At this “critical” state, neural networks maximize adaptability, and efficiency, producing complex, flexible cognition.
Relativistic Theory of Cognition (Nir Lahav, 2020s) – the proposal that cognition arises in physical measurements – which, depending on one’s frame of reference, are experienced as either subjective thought (by the agent) or objective brain activity (by an observer)
Active Externalism (Andy Clark, 1990s) – the observation, consistent with Distributed Cognition, that mind extends beyond the brain into the environment. Tools, technologies, and symbols – when reliably used – become part of cognition itself, not just aids. Thinking is thus an active interaction between brain, body, and world
Mind in Life (Embodied Dynamism) (Evan Thompson, 2000s) – the suggestion that mind and experience arise from the dynamic, self-organizing, adaptive activity of living organisms. Cognition is a constantly evolving pattern of bodily processes – metabolic, neural, and sensorimotor – that regulate and enact meaning through interaction with the environment.
Participatory Realism (Chris Fuchs, 2010s) – The perspective that reality is co-created through observation. In quantum mechanics, measurement outcomes aren’t pre-existing facts but events arising from an agent’s interaction with the world – making reality both real and participatory, shaped through our active involvement
Direct Perception Theory (James J. Gibson, 1950s)– the view that perception is immediate and unmediated by mental representations. Organisms directly detect affordances – action-relevant information – available in the environment through sensory engagement, rather than constructing internal models of the world.
Neuroelectrical Panpsychism (James E. Jones, 2013) – the proposal that consciousness arises from and is identical to the brain’s neuroelectrical activity – which entails that consciousness is an intrinsic property of electrical fields themselves
Neuroinformatics – a field that combine Neuroscience, computer science, and data science to manage brain imaging, genetics, and electrophysiology data – supporting modeling, simulation, and large-scale brain mapping projects
Perceptual Control Theory (PCT) (William Powers, 1950s) – a perspective on behavior as the control of perception rather than the control of behavior itself. According to PCT, organisms act to keep their perceptions aligned with internal reference values (desired states), and so behavior is a means of reducing discrepancies between what one perceives and what one intends.
Prediction Machine (Andy Clark, 2010s) – the suggestion that the brain’s main function is to predict sensory input rather than simply react to it – meaning that the brain constantly generates models of the world and updates them when predictions fail, making perception, thought, and action forms of predictive inference
Infoautopoiesis (Wolfgang Hofkirchner, 2010s) – a portmanteau of information and autopoiesis (self-creation), referringto the idea that informational systems – such as minds or living organisms – continuously create, maintain, and regenerate themselves through the generation, maintenance, and movement of information
Information Realism (IR) (Luciano Floridi, 2000s) – the view that information – not matter or energy – is the fundamental substance of reality. Proponents argue that physical entities are manifestations of informational structures, so the universe itself can be understood as an informational system.
Hard Incompatibilism (Robert Sapolsky, 2020s) – the view that free will does not exist because all behavior arises from biology and prior causes that is, one cannot act otherwise, making moral responsibility a social construct, not a reality
Spaciotemporal Neuroscience (Georg Northoff, 2010s) – the study of how patterns of brain activity unfold across space and time to produce perception, cognition, and consciousness. Spaciotemporal Neuroscience focuses on how timing, rhythm, and spatial organization of neural signals shape mental states and behavior.
Psychoneural Dualism – the view that mental (psychological) and neural (physical) processes are fundamentally distinct kinds of reality – a position close to traditional mind–body dualism
Emergent Materialism (Mario Bunge, 1980s) – the suggestion that everything is material, but complex properties – such as mind, life, or society – emerge from simpler physical systems without being reducible to them.
Intelligence Quest (Jamie McKenzie, 2010s) – a structured form of Inquiry-Based Learning that engages students in using digital technologies to think critically, question deeply, and construct knowledge—rather than passively gather facts.
Promotive Interaction (David Johnson, Roger Johnson, 1980s) – face-to-face collaboration where group members encourage, support, and facilitate each other’s learning – by, e.g., explaining ideas, giving feedback, and helping teammates succeed
Positive Interdependence (David Johnson, Roger Johnson, 1980s) – when group members’ success depends on each other’s contributions – that is, everyone must work together to achieve shared goals
Remembered Present (Gerald Edelman, 1980s) – the neural reconstruction of immediate experience from memory and perception – meaning one’s conscious awareness is always a biologically mediated re-presentation of the recent past
Neuroexistentialism (Owen Flanagan, Gregg Caruso, 2010s) – the existential anxiety arising from modern Neuroscience’s and Materialisms’ claim that humans are wholly natural, biological beings without nonphysical souls or cosmic purpose
Really Hard Problem (Owen Flanagan, 2000s) – the (philosophical) difficulty of finding meaning in a universe assumed to be governed by Materialisms
Constructive Naturalism (Owen Flanagan, 1990s) – an account of mind, morality, and meaning within a scientific worldview that preserves their normative and phenomenological depth. Constructive Naturalism integrates empirical psychology with ethical and existential inquiry.
Biological Reductionism (Ned Block, 2020s) – a critique of the claim that consciousness is fully explainable by biology, based on the argument that biological accounts capture causal mechanisms but miss subjective experience, so consciousness cannot be wholly reduced to neural or biological processes
Naturalistic Dualism (David Chalmers, 1990s) – the suggestion that conscious experience is non-reducible, yet arises lawfully from the physical world. Naturalistic Dualism treats consciousness as a natural but irreducible feature of reality, not a supernatural one.
Supervenience (Donalld Davidson, 1970s) – broadly, a descriptor of any situation in which one set of properties depends on another; in the context of discourses on learning, the assertion that no mental change occurs without a physical change
Biological Naturalism (John Searle, 1980s) – the view that consciousness is both caused by and realized in biological processes of the brain, yet cannot be reduced to them
Reductive Physicalism –is the view that all mental phenomena can be fully explained in physical terms – that is, that every mental state, property, or process is identical to or reducible to a physical one (such as neural activity).
Improvement Science (W. Edwards Deming, 1950s) – a practical research approach that uses iterative testing, measurement, and collaboration to refine changes in organizations
Collective Mindfulness (Karl Weick, Kathleen Sutcliffe, 1990s) – a group’s shared alertness to errors and changing conditions, promoting flexible, informed action. Collective Mindfulness matters because it prevents small mistakes from escalating, enabling complex organizations to stay reliable and resilient under uncertainty.
Illusionism (Keith Frankish, 2010s) – the suggestion that Phenomenal Consciousness is an illusion – that is, one’s sense of inner subjective experience arises from cognitive processes misrepresenting brain activity
Non-Reductive Physicalism (Donald Davidson, 1970s) – the view that everything is physically based, yet mental states cannot be fully reduced to physical properties
Computational Functionalism (Hilary Putnam, Jerry Fodor, 1960s) – the view that mental states are computational processes realized by the brain, independent of biological substrate
Access Consciousness (Ned Block, 1990s) – information in the mind that is available for reasoning, reporting, and behavioral control
Cognitive Consciousness – awareness that involves reasoning, reflection, or thought – linked to higher cognition.
Phenomenal Consciousness – the qualitative, subjective “what-it-is-like” aspect of experience (See Qualia, under Phenomenology.)
Mental-State Consciousness – when a specific mental state (e.g., pain, perception) is experienced consciously rather than unconsciously
Creature Consciousness – a being’s general state of being awake, sentient, and responsive to its environment
Post-Human World (1990s) – a conceptual or future condition in which human beings are no longer the central agents or measure of existence, displaced or transformed by technology, artificial intelligence, or bio-technological evolution
Reskilling (Shoshana Zuboff, 1980s) – the process by which information technologies expand learners’ knowledge and autonomy, enabling higher-order understanding and decision-making rather than reducing them to routine operators – a reversal of the concept of Deskilling
Erosive De-Skilling (various, 1990s) – how technological systems, automation, managerial control, or policy reforms gradually erode learners’ skills – not by direct prohibition but by changing structures of engagement o skill is no longer practiced, required, or valued
Tempered Radicalism (Deborah Meyerson, 1990s) – the practice of pursuing organizational change from within, balancing conformity and resistance – where individuals challenge unjust systems while maintaining insider credibility to influence transformation incrementally and sustainably
Dynamic Systems Model of Role Identity (DSMRI) (Avi Kaplan, Joanne Garner, 2010s) – a perspective on identity as a self-organizing system anchored in action. (See Complex Systems Research.) A role identity integrates four interdependent components: beliefs, goals, self-perceptions, and perceived action possibilities.
Wright’s Law (Experience Curve Law; Learning Curve Law) (Theodore Wright, 1930s) – the assertion that each time cumulative production doubles, the cost of producing a unit falls by a constant percentage due to learning, process improvements, and efficiency gains. The notion has been applied in education to describe how practice and feedback drive cumulative learning.
Radical Contextualization (Richard Bauman, Charles Briggs, 1990s) – interpreting knowledge, action, or meaning entirely within its social, cultural, historical, and relational context, rejecting universal or decontextualized analyses and explanations. Radical Contextualization argues that understanding emerges only from situated relationships – who is speaking, where, when, and under what power conditions.
Didactic Cut (Basil Bernstein, 1970s) – the selective boundary educators create when simplifying or formalizing knowledge for teaching. Didactic Cut describes the division between everyday knowledge and school knowledge – how curriculum and pedagogy transform lived understanding into formal, teachable content.
Wit(h)nessing (Dwayne Donald, 2010s) – a way of being present that is both ethical and relational – participating in what unfolds, learning with others, accepting responsibility for attending to experience, and being accountable to the relationships created through that shared moment
Environmentalism (Nurture) – the view that environmental and social factors shape human behavior, intelligence, and developmentmore than heredity does
Hereditarianism (Nature) – the doctrine that genetic inheritance determines human traits, abilities, and behaviors more strongly than environmental or social factors.
T-Groups (Training Groups) (Kurt Lewin, 1940s) – small-group sessions designed for participants to explore interpersonal behavior, feedback, and group dynamics in real time – in the process, fostering foster self-awareness, empathy, and leadership effectiveness
Learning Circle (Dialogue Circle; Listening Circle; Talking Circle) – in the most general sense, a format intended to invite and honor contributions from all members of a group. More specific meanings are associated with religious groups, employment settings, and research strategies. Typical features include equal participation, reciprocity, and non-judgmental listening. Within many Indigenous cultures (especially in North America), Listening Circle and Talking […]
Transposition didactique (Didactic Transposition) (Yves Chevellard, 1980s) – the process by which expert knowledge is transformed into teachable classroom content. The concept highlights how curriculum and instruction reshape scholarly knowledge into simplified, contextualized forms for learners.
Learning from the Land – the experiential, reciprocal process of gaining understanding directly through interaction with land – observing, listening, and participating in its rhythms (Contrast: Land-Based Learning, under Decolonizing Education.)
Four-Sides Model (Communication Square; Four Ears Model) (Friedemann Schulz von Thun, 1980s) – a model of (mis)communication that is attentive to the fact that the speaker and listener are on different “sides” of every message. The model posits four simultaneous dimensions: Factual Content (objective information); Self-Revelation (what the speaker self-discloses); Relationship (how the speaker views the listener); Appeal (what the speaker wants […]
Learning by Relationship (Mary Parker Follett, 1910s) – the idea that knowledge and growth arise through dynamic interaction among people. Individuals develop understanding, creativity, and collective intelligence by engaging cooperatively, rather than competitively, in shared experience and mutual influence within social and organizational contexts.
Purposeful Act (William Kirkpatrick, 1910s) – an intentional, goal-directed action where students apply knowledge to create, solve, or contribute meaningfully beyond the classroom, connecting learning to authentic contexts and real-world outcomes
Eudaimonia (Aristotle, c. 350 BCE) – the concept of living in accordance with virtue and purpose, achieving fulfillment through moral action, personal growth, and realization of one’s potential rather than through pleasure or material gain
Joy – a brief, high-intensity positive emotion rooted in connection, meaning, and surprise. Neuroscience links it to reward and bonding systems; Psychology ties it to gratitude, Mindfulness, and Flow. Repeated joyful experiences strengthen well-being but fade through adaptation, requiring continual awareness and relational renewal.
Exploration–Exploitation Dilemma (Explore–Exploit Trade-Off) – when making decisions on long-term benefits, the need to balance between investigating available options (Exploration) and choosing the option that currently seems most advantageous (Exploitation)
Stage–Gate Process (Phase–Gate Process; Waterfall Process) (Robert G. Cooper, 1986) – sequential stages with evaluation gates to manage an initiative or project – by dividing it into distinct stages/phases that are separated by decision points (gates)
McKinsey Three Horizons Model (Mehrdad Baghai, Stephen Coley, David White, 1990s) – a model of innovation and growth organized across three timeframes: Horizon 1 (Core Activity); Horizon 2 (Emerging Opportunities); Horizon 3(Long-Term Possibilities)
IDEO Design Thinking (David Kelley, Tim Brown, 1990s) – a Design Thinking model that emphasizes human-centered design, rapid iteration, and interdisciplinary collaboration. Models vary, but the original version had five iterative stages: Empathize, Define, Ideate, Prototype, Test.
Innovation Funnel – a structured process that screens many initial ideas through progressive evaluation stages to identify and develop the few most viable for implementation or commercialization. Examples include:
Roger Martin’s Knowledge Funnel (Knowledge Funnel) (Roger Martin, 2000s) – a description of how organizations transform insight into efficiency through three stages (Mystery, Heuristic, and Algorithm), showing that innovation depends on continually cycling between exploration (new Mysteries) and exploitation (refined Algorithms): Mystery – an unexplained problem or phenomenon that provokes curiosity and investigation Heuristic – a simplifying rule or pattern that guides […]
Phenotype – the observable traits or characteristics resulting from the interaction of genotype and environment
Genotype – an organism’s genetic makeup or set of inherited DNA instructions
Gen AI (Generation AI) (various, 2020s) – a term used by journalists and tech analysts – not demographers – to describe children growing up with Artificial Intelligence as a routine part of life
Generation Glass (Mark McCrindle) – an alternative label for Generation Alpha, referring to their constant interaction with glass-fronted devices – smartphones, tablets, and screens
Chronobiology (Franz Halberg, 1950s) – the scientific study of biological rhythms– daily, seasonal, or annual cycles – and how they influence physiology and behavior in relation to time and environmental cues
Season-of-Birth Effects (Seasonality of Birth Effects) – small, statistically observed correlations between the time of year a person is born and later biological, psychological, or behavioral traits, attributed to environmental and developmental factors such as daylight, temperature, nutrition, or maternal health during gestation (and often misattributed to astrological signs)
QUILTBAG (QUILTBANG) – an abbreviation of Queer/Questioning, Undecided, Intersex, Lesbian, Transgender, Bisexual, Asexual, Gay, emphasizing inclusion and intersectionality
TGD2S – a term specific to the identities of Transgender and Gender Diverse people, including Two-Spirit people who identify with a traditional third-gender or non-binary gender identity in some Indigenous cultures
Cognitive Revolution (Cognitive Turn) (Noam Chomsky, Herbert Simon, George Miller, 1950s1960s) – the mid-20th-century shift in Psychology from Behaviorisms’ focus on observable behavior to the study of mental processes such as perception, memory, language, and reasoning. The movement drew on computer science and linguistics to re-establish cognition as central to understanding learning.
Strong Reciprocity (Ernst Fehr, Simon Gächter, 2000s) – tendency to cooperate and punish defectors, even when costly and without direct personal gain
Reciprocal Altruism (Robert Trivers, 1971) – an evolutionary mechanism explaining why individuals help non-kin: Altruistic acts are repaid later, yielding long-term mutual fitness benefits.
Network Reciprocity (Martin Nowak, 2000s) – cooperation maintained when individuals interact mostly within clusters of other cooperators in structured populations
Indirect Reciprocity (Martin Nowak, Karl Sigmund, 1990s) – cooperation based on reputation: Helping others improves one’s standing and likelihood of future aid.
Direct Reciprocity (Robert Axelrod, William Hamilton, 1980s) – cooperation sustained through repeated interactions: Individuals help those who have helped them before.
Conditional Cooperation – choosing to cooperate only if others also do so. Conditional cooperators contribute when they observe fair or reciprocal behavior but withdraw cooperation when others free-ride.
Reciprocity – the mutual exchange of benefits, actions, or favors between individuals or groups, where each responds to the other’s cooperation or generosity with similar behavior. Types include:
Mutualism – cooperative interaction where all participants gain simultaneous and immediate benefits, without delayed Reciprocity or Altruism – common in biological and social systems with shared or complementary interests
Altruism – behavior intended to benefit another individual or group at a cost or risk to oneself, without expectation of personal gain or reciprocal benefit
Non-Interactive–Authoritative Classroom Discourse – teacher presents one correct explanation, emphasizing transmission over discussion
Non-Interactive–Dialogic Classroom Discourse – teacher reflects on multiple perspectives without student input
Interactive–Authoritative Classroom Discourse – teacher leads students toward a specific, accepted viewpoint
Interactive–Dialogic Classroom Discourse – teacher and students jointly explore and compare different ideas
Framework for Analysing Classroom Discourse (Mortimer–Scott Framework) (Eduardo Mortimer, Philip Scott, 2000s) – a typology of teacher–student dialogue, analyzed across two dimensions – interactive vs. non-interactive and authoritative vs. dialogic
Exploratory Talk – when ideas are shared, challenged, and reasoned collaboratively toward joint understanding
Cumulative Talk – whenn participants build positively but uncritically on each other’s ideas
Disputational Talk – competitive exchanges marked by disagreement and short responses
Dialogic Teaching (Robin Alexander, 2000s) – a typo0logy of classroom talk according to its social and cognitive functions, emphasizing dialogue as collective, reciprocal, supportive, cumulative, and purposeful interaction that advances understanding and reasoning
Eristic Dialogue (Quarrel) – a Dialogue Type aimed at venting emotions or attacking, not reaching resolution
Deliberation Dialogue – a Dialogue Type in which participants weigh options collectively to decide on the best course of action.
Negotiation Dialogue – a Dialogue Type in which parties with conflicting interests seek compromise or mutual agreement
Persuasion Dialogue – a Dialogue Type in which each side argues to convince the other of a standpoint
Inquiry Dialogue – a Dialogue Type in which participants collaborate to prove or disprove a claim using evidence
Information-Seeking Dialogue – a Dialogue Type in which one party seeks facts or explanations from another to reduce ignorance
Dialogue Types (Dialectical Typology; Typology of Dialogue Types; Walton’s Typology of Dialogue Types) (Douglas Walto, 1990s) – a categorization of varieties of dialogues according to their purpose and rules of interaction – distinguishing cooperative, competitive, and adversarial forms of exchange to explain how people argue, reason, or resolve conflicts.
Neuro-Symbolic AI (Gary Marcus, 1990s) – the combining of neural networks with symbolic reasoning systems, blending their strengths to offset each other’s limitations. While still experimental, this integration is expected to enable more powerful forms of learning, reasoning, and cognitive modeling than either approach can achieve alone.
Alien Intelligence (Yuval Harari, 2020s) – a redubbing of AI, intended to highlight that AI operates through non-human, non-organic processes, acts autonomously rather than as a tool, diverges from human cognition, and can infiltrate and control human systems – thus posing transformative risks that aren’t well signaled by the “artificial” label
Technosocial System (Sociotechnical System) – an integrated network where technology and social structures co-shape one another, with human behavior guiding technological design and technologies, in turn, reshaping social practices, institutions, and interactions
Psychological First Aid (PFA) – an evidence-informed, early psychosocial support approach used after crises or traumatic events. PFA involves offering safety, comfort, practical assistance, and connection to services – without probing into details of the trauma.
Prepared Environment (Maria Montessori, 1900s) – a carefully organized, child-centered space with accessible, self-correcting materials and age-appropriate design, structured to foster independence, concentration, and self-directed learning while the teacher maintains order and provides guidance only when necessary
Brain Stimulation Therapies – medical treatments that use electrical or magnetic energy to alter brain activity for psychiatric or neurological conditions. Brain Stimulation Therapies are typically considered when medications or Psychotherapy are ineffective.
Detached Mindfulness – a training technique from Metacognitive Therapy focused on noticing thoughts without engaging or analyzing them – treating them as transient mental events rather than accurate reflections of reality or problems to solve
Metacognitive Therapy (Adrian Wells, 1990s) – a type of Psychotherapy that targets unhelpful thought-monitoring processes. Metacognitive Therapy aims at reducing worry and rumination and at improving self-regulation and emotional resilience by modifying beliefs about thinking itself.
Havighurst’s Developmental Tasks Theory (Robert Havighurst, 1940s) – a model that views growth as mastering age-specific tasks shaped by biology, culture, and personal goals. Success promotes happiness and future readiness; failure brings difficulty. Tasks span infancy to late maturity, including skills, identity, career, family, and adjustment to aging and death.
Liminality (Arnold van Gennep, 1910s) – the in-between stage of a rite of passage, when participants are “betwixt and between” social roles. In Liminality, normal structures and hierarchies are suspended, identity is fluid, and transformation is possible.
Group Flow (R. Keith Sawyer, 2000s) – an extension Flow from individuals to teams, that describes a state in which a group becomes collectively immersed, highly creative, and optimally effective
Communitas (Victor Turner, 1960s) – an intense sense of equal belonging that arises in shared rituals or liminal moments. Communitas dissolves hierarchy, emphasizes unity and togetherness, and contrasts with structured, stratified social order.
Synchrony (Entrainment) – the alignment of rhythms, movements, or physiological states across individuals
Emotional Contagion – the process by which people unconsciously “catch” others’ emotions through facial expressions, tone, body language, or shared atmosphere. Emotional Contagion can quickly spread moods across pairs, groups, or crowds, influencing collective behavior and cohesion,
N-Frame Model (Darren Edwards, 2020s) – a theory of consciousness combining predictive coding, quantum Bayesianism, and evolutionary dynamics, emphasizing observer-centric, emergent, and probabilistic processes in shaping conscious experience
Collective Effervescence (Émile Durkheim, 1910s) – the intense energy, unity, and shared emotional experience that arises when people gather together in rituals, ceremonies, or large group events – often coalescing in a sense of belonging that transcends personal identity
Synchronicity (Carl Jung, 1920s) – the co-occurrence of two events in a meaningful but non-causal way (often interpreted as signs or patterns linking inner experiences with external reality)
Premonition – popularly, a glimpse of the future – but, according to Neuroscience, more likely the perceiving of subtle cues, conscious or not, already being processed by the mind
Precognitive Dream – a dream that seems to predict or foreshadow a future event before it happens. In Psychology, such dreams are usually interpreted as coincidences, unconscious pattern recognition, or memory bias.
Intuitive Thinking (Intuition) – a Mode of Reasoning based on gut feelings, impressions or immediate understanding (See also Educated Intuition, under Practice.)
Precognition – the alleged ability to perceive or gain knowledge of future events before they occur (There have been recent claims of empirical evidence of Precognition, but the field is plagued by methodological flaws, publication bias, and failures to replicate.)
Self-Stimulatory Behavior (Stimming) – repetitive movements or sounds – such as hand-flapping, rocking, or humming – used to self-regulate sensory information, emotions, or focus
Subconscious Connectedness – the interaction between conscious awareness and subconscious thought, often linked to implicit processes like intuition, automatic responses, or nonverbal attunement
Absorption – a deep state of focused immersion where attention is fully captured by an activity, stimulus, or experience. Absorption can occur in daydreaming, reading, meditation, or intense concentration.
Framing – presenting or interpreting information in a certain way, which shapes perception and decision-making (e.g., gain vs. loss framing in choices).
Positive Thinking – maintaining optimistic thoughts and reframing experiences in hopeful terms
Manifesting – the practice of focusing thought, intention, or visualization on a desired outcome, with the intention of influencing reality and bringing that outcome into being. The positive effects of Manifesting are most often attributed to Value Tagging.
Value Tagging – the brain-based process of attaching emotional or motivational weight to information, guiding what one remembers, prioritizes, or acts on by linking experiences with salience or reward
Inference – the cognitive system’s “best guess” at what is being perceived – by drawing on past experience to fill in perception gaps
Task Paralysis – when stress, anxiety, or executive dysfunction prevents starting a task. Even with intent, the brain interprets it as overly complex or threatening, resulting in avoidance, shutdown, or delay instead of action.
Massification (Friedrich Nietzsche, 1880s) – when educational institutions chase numbers and practical results (as contrasted with the cultivation of individuality, critical thought, and artistic sensibility)
Organizational Justice Theory (Jerald Greenberg, 1980s) – a framework in Organizational Psychology that examines how employees perceive fairness in their workplace and how those perceptions influence attitudes and behavior.
Interactional Justice (Robert Bies, Joseph Moag, 1980s) – the perceived fairness of interpersonal treatment during organizational processes, encompassing respect, dignity, and the adequacy of explanations provided
Time Expansion Experience (TEE) (Steve Taylor, 2020s) – a subjective phenomenon in which a person perceives time as dramatically slowed, stretched, or expanded. In such experiences, durations that objectively last seconds feel like minutes (or more)
Forest Thinking (László Zsolnai, 2000s) – seeing interconnected systems as wholes (metaphorically: “forests”) – prioritizing long-term ecological and ethical consequences over narrow, reductionist “tree-level” perspectives
Justice Theory – an umbrella notion that usually refers to frameworks focused on how people perceive fairness in social, economic, or workplace contexts – and how those perceptions affect motivation, trust, satisfaction, and behavior
Digital Hangover (various, 2000s) – the lingering fatigue, brain fog, eye strain, mood decline, and productivity loss caused by excessive or late-night digital use, especially from screens, social media, or streaming disrupting sleep and mental balance
Philosophical Health (Luis de Miranda, 2020s) – a condition where thought, speech, and action align across six “existential senses” (body, self, belonging, possibility, purpose, philosophy). Philosophical Health emphasizes openness to possibility, coherence, and creative flourishing, positioning philosophy as vital care for life, beyond psychology or medicine.
Stereotype Embodiment (Becca Levy, 2000s) – the process by which one internalizes societal stereotypes, which then unconsciously influence one’s self-perceptions, behaviors, and health across the lifespan
Personality Stability – the consistency of one’s characteristic patterns of thoughts, feelings, and behaviors across time and situations, reflecting enduring traits rather than temporary states
Skills Coaching (Ray Mancini, 2000s) – a task- or technique-focused Coaching approach focused on teaching, practicing, and refining specific competencies for performance in sport, business, or personal development, usually through demonstration, feedback, and repetition
Performance Coaching (Jim Dethmer, 1990s) – a results-oriented Coaching approach focused on achieving specific behavioral and organizational goals, improving effectiveness, and driving measurable outcomes, without necessarily addressing deeper developmental or consciousness shifts
Developmental Coaching (Bob Anderson, 2000s) – a model of Coaching aimed at helping leaders evolve consciousness, integrating inner growth with leadership effectiveness by cultivating self-awareness, systems thinking, and relational capacity
Bibliotherapy (Samuel Crothers, 1920s) – a form of Psychotherapy that uses reading, writing, and discussion of texts – novels, poetry, essays, or even reflective journaling – to promote psychological insight, coping, and growth
Drama Therapy (Robert Landy, 1960s) – a form of Psychotherapy that uses role play, storytelling, and improvisation to explore personal challenges, relationships, and identity
Music Therapy (Thayer Gaston, 1940s) – a form of Psychotherapy that uses music listening, playing, composing, or improvisation to promote emotional expression, reduce stress, and support cognitive/physical rehabilitation
Dance Movement Therapy (DMT) (Marian Chace, 1950s) – a form of Psychotherapy that uses movement and dance to support emotional, cognitive, social, and physical integration of the individual. DMT views body movement as a way to access, express, and transform psychological states.
9-Enders (Adam Alter, Hal Hershfield, 2010s) – the observation that people approaching a new decade in life (i.e., whose age ends in the digit 9 – e.g., 19, 39, 59) often reflect more on meaning, purpose, and life goals … and sometimes engage in riskier or more extreme behaviors
Expressive Social Style – high assertiveness (toward Telling), high responsiveness (toward Emotive)
Amiable Social Style – low assertiveness (toward Asking), high responsiveness (toward Emotive)
Driver Social Style – high assertiveness (toward Telling), low responsiveness (toward Controlled)
Analytical Social Style – low assertiveness (toward Asking), low responsiveness (toward Controlled)
Social Styles (Merrill-Reid Social Styles; Social Style Model) (David Merrill, Roger Reid, 1950s) – a model of communication styles, using the axes of Assertiveness (Asking vs. Telling) and Responsiveness (Controlled vs. Emotive) to generate four-quadrants
External Shame Responses (Jude Walker, 2010s) – defenses responses that appear when learners feel exposedto Educational Shaming – such as Deflection, Denial, Distancing, Defensiveness, Depreciation, Doubt
Educational Shaming (various, 2010s) – a term referring to schooling practices (e.g., grading, streaming, deficit framings, colonial curricula, exclusion) – that is, social triggers – that systematically induce the emotional response of Educational Shame
Educational Shame (Academic Shame; Learning Shame) (various, 2000s) – negative self-conscious emotion arising from perceived inadequacy or failure in academic performance, often undermining confidence, motivation, self-concept, and persistence
Awe (Science of Awe) (Jonathan Haidt, 2000s) – research into the ways that Awe boosts well-being by reducing self-focus, stress, and inflammation, while fostering meaning, prosociality, and openness
Gratitude (Science of Gratitude) (Robert Emmons, 1990s) – a discourse linkings Gratitude to improved mood, sleep, health, and prosociality
Forgiveness Research (Forgiveness Studies) (Everett Worthington, 1990s) – the study of Forgivenessinterventions for reducing anger, trauma, and health risks
Compassion Research (Compassion Science) (Tania Singer, Kristin Neff, 2000s) – the study of Compassion’s neural basis, its role in reducing stress, and its effects on relationships
Teacher Change as Identity Development (Anna Sfard & Anna Prusak, 2000s) – a perspective that emphasizes change as shifts in teachers’ professional identities and narratives, where practice and discourse reshape how teachers see themselves and their roles
Interconnected Model of Professional Growth (David Clarke, Hilary Hollingsworth, 2000s) – the view that teacher change is nonlinear, occurring across personal, practice, consequence, and external domains, with reflection and enactment linking experiences and reinforcing learning
Professional Development as Change (Susan Loucks-Horsley, 1990s) – the view that professional development is systemic, collaborative, and aligned with school context, stressing sustained structures and support for lasting teacher growth
Guskey’s Model of Teacher Change (Thomas Guskey, 1980s) – the view that practice changes first through professional development, leading to improved student outcomes, which then shift teachers’ beliefs and attitudes – emphasizing experience and evidence of student success as drivers of lasting change
Concerns-Based Adoption Model (Gene Hall, Shirley Hord, 1970s) – the view that teacher change unfolds in stages of concern (self → task → impact) and levels of use, showing implementation as developmental, requiring tailored support at different phases
Stages of Concern (Frances Fuller, 1960s) – the view that teachers’ concerns progress from self-survival to teaching tasks, then to student impact, illustrating shifting priorities as teachers gain confidence and experience with innovations
Teacher Change (various, 1970s) – processes by which teachers alter their beliefs, attitudes, practices, and/or identities in response to professional learning, contextual pressures, educational reforms, or personal experience
Instantiation Principle – the rule that generalities (concepts, categories, laws) must be grounded in, and can be validly applied to, instances – that is, a “universal” doesn’t exist unless it can be associated with at least one real-world “particular”
Rashomon Effect (named after the movie, 1950s) – when multiple people recount the same event with contradictory yet plausible stories (showing the role of subjectivity in perception and complicating the notion of objective truth)
Imperception (Russel Brain, 1950s) – loss of unawareness (and, in extreme cases, loss of ability to perceive) of a feature, condition, or behavior that’s obvious to others
Continuous Partial Attention (CPA) (Linda Stone, 1990s) – a reference to the impact of constantly monitoring multiple information streams – email, social media, conversations – without deep focus, sacrificing sustained attention for breadth and constant readiness
Pyramid Principle (Barbara Minto, 1970s) – advice on clear, efficient, and audience-focused communication: present the main idea first, then group supporting arguments logically, followed by detailed evidence, examples, and/or implications
Seed Theory of Change (Susan Allen Nan, 2000s) – a perspective on Change that casts interventions as planting seeds that may grow unpredictably within complex systems – emphasizing emergence, context, and community agency over rigid, linear cause-effect models
Gen Z Stare (TikTok, 2000s) – a blank, deadpan look – direct eye contact with no expression – that is often attributed to social skills that have been stunted by excessive screen time and pandemic lockdowns
CliftonStrengths (formerly: Gallup’s StrengthsFinder) (Donald Clifton, 2000s) – a Self-Help assessment aimed at personal growth and professional development by identifying and cultivating innate “talent themes” (from a list of 34, divided into categories of Executing, Influencing, Relationship Building, and Strategic Thinking) rather than fixing weaknesses
Six Human Needs (Tony Robbins, 1990s) – a Self-Help model that explains behavior through six drivers: certainty, variety, significance, connection, growth, and contribution. Robbins argues every action seeks to meet these needs, but fulfillment depends on how they’re prioritized and pursued. Sustainable effectiveness comes from balancing personal growth with service to others.
7 Habits of Highly Effective People (Stephen Covey, 1980s) – Self-Help focused on behaviors asserted to support one’s efficacy and success: taking responsibility for choices; having a clear vision; prioritizing what matters most; pursuing shared success; practicing empathetic listening; combining strengths through collaboration; continuously renewing physical, intellectual, emotional, and spiritual capacities.
Erroneous Zones (Wayne Dyer, 1970s) –self-defeating patterns of thought and behavior – such as guilt, worry, approval-seeking, or self-doubt – that block growth, freedom, and happiness
Your Erroneous Zones (Wayne Dyer, 1970s) – a model that shifted Self-Help toward inner transformation, blending therapeutic concepts with motivational messaging – emphasizing personal responsibility, self-acceptance, and freeing oneself from guilt, worry, and approval-seeking
Power of Positive Thinking (Norman Vincent Peale, 1950s) – a Self-Help blend of Christian theology with affirmations and visualizations that positions optimism, faith, and self-belief as the foundation of personal success
How to Win Friends and Influence People (Dale Carnegie, 1930s) – an approach to Self-Help based on principles for effective human relations, emphasizing genuine interest in others, appreciation, and empathy. Carnegie advised avoiding criticism, remembering names, encouraging others to talk, showing respect for opinions, and appealing to shared values.
IQ (Intellectual Intelligence) (Steven Covey, 2000s) – cognitive ability to reason, analyze, learn, and solve problems
SQ (Spiritual Intelligence) (Steven Covey, 2000s) – ability to live with meaning, purpose, values, and alignment with conscience
PQ (Physical Intelligence) (Steven Covey, 2000s) – capacity to manage the body’s health, energy, and resilience through rest, nutrition, and exercise
Pyramid of Four Intelligences (Steven Covey, 2000s) – an unresearched model of personal growth derived by mashing up four proposed modes of intelligence with some developmentalist principles. Growth is framed as layered, with PQ at the base, then IQ, EQ, and SQ at the apex: PQ (Physical Intelligence) – capacity to manage the body’s health, energy, and resilience through rest, nutrition, and […]
Logical Levels of Change (Robert Dilts, 1980s) – a model of change that distinguishes among six layers – Environment, Behavior, Capabilities, Beliefs/Values, Identity, and Spirituality/Purpose – as it suggests that lower-level changes (in Environment, Behavior) remain superficial unless aligned upward, while higher-level shifts (in Identity, Purpose) drive broader transformation.
Cognitive Remediation (Til Wykes, 1990s) – a set of therapeutic interventions designed to improve cognitive functions such as memory, attention, and executive functioning, usually intended for people with psychiatric or neurological conditions (e.g., schizophrenia, brain injury)
Cognitive Reframing (Aaron Beck, 1960s) – a psychological technique for shifting perspective to view a situation, thought, or emotion in a more constructive or adaptive way
Learning Provocation (Provocation) (Loris Malaguzzi, 1940s) – a carefully designed stimulus, question, or arrangement of materials intended to spark curiosity, invite exploration, and deepen inquiry
Problem Finding (Problem Posing) (Jacob Getzels, 1970s) – the process of identifying, framing, or redefining problems worth addressing. Problem Finding involves noticing gaps, contradictions, or opportunities, and is often open-ended and creative. Problem Finding is seen as distinct from PROBLEM SOVLING because how a problem is posed largely determines the solutions possible.
Didactical Engineering (Guy Brousseau, 1980s) – an interactive mode of designing and testing teaching situations so that classroom interventions both improve practice and generate theoretical insight into how mathematical knowledge develops
Ecological Dynamics (Keith Davids, 1990s) – and blend of Ecological Psychology (see below) and Complex Systems Research to explain behavior and learning as emergent from continuous interactions among individuals, tasks, and environments. Ecological Dynamics emphasizes perception-action coupling, adaptability, and the role of affordances, framing cognition and skill not as internal processes alone but as relational, context-dependent dynamics unfolding across person–environment systems.
Theory of Basic Human Values (Shalom Schwartz, 1990s) – a model comprising ten universal, motivationally distinct values that guide action – power, achievement, hedonism, stimulation, self-direction, universalism, benevolence, tradition, conformity, and security. Values align along two major dimensions: self-enhancement vs. self-transcendence and openness to change vs. conservation. The theory emphasizes cross-cultural universality, motivational conflicts, and compatibilities, providing a comprehensive framework for understanding […]
Renovated Pyramid of Needs (Douglas T. Kenrick, 2010s) – an update of Maslow’s Hierarchy of Needs using evolutionary psychology. This model retains basic survival and safety needs but reframes higher levels around adaptive goals: affiliation, status/esteem, mate acquisition, mate retention, and parenting. Unlike Maslow’s linear progression, it emphasizes overlapping motives that shift with context, integrating survival, reproduction, and social dynamics into a […]
Forbes Unified Model of Human Motivation (Howard Forbes, 2010s) – an integrative framework positing that human motivation arises from the interplay of three domains: security needs (safety, belonging), self-development needs(learning, achievement), and selfless needs (purpose, contribution). By unifying biological drives, cognitive processes, and social influences, the model offers a holistic account of why people act and persist toward goals across contexts.
Continuum of Understanding (William S. Cleveland, 1980s) – a model of levels of interpreting quantitative information, ranging from basic recognition of values, to identifying relationships, to forming generalizations and theoretical insights. The Continuum of Understanding emphasizes progression from surface-level reading of data to deeper comprehension and abstraction, framing understanding as developmental rather than binary.
Knowledge Dump – a systematic documentation of everything one can recall about a given subject, hopefully helping to assess existing understandings and to highlight areas where one’s grasp is incomplete
OSCAR Model (Andrew Gilbert, Karen Whittleworth, 2000s) – a structured Coaching model involving identifying an Outcome, examining the current Situation, generating possible Choices, settling on specific Actions, and Reviewing progress and results
GROW Model (John Whitmore, 1980s) – a widely used Coaching model involving clarification of the Goal, exploring the current Reality, brainstorming the Options, and getting on with What’s next
GREAT Model (unknown) – a structured Coaching model involving clarifying a Goal, exploring the current Reality, Exploring expectations and options, deciding on Actions, and Tracking progress
CLEAR Model (Peter Hawkins, 1980s) – an influential Coaching model involving Contracting goals, roles, and rules; establishing trust through Listening; Exploring motivations, beliefs, and assumptions; committing to practical Action; and Reviewing what’s been learned
Question Formulation Technique (QFT) (Dan Rothstein, Luz Santana, 1990s) – a structured, student-centered strategy where learners formulate, refine, and prioritize their own questions, strengthening inquiry, critical thinking, and ownership of learning
Genius Myth (Francis Galton, 1806s) – the conviction that extraordinary creativity and innovation originate from lone, inherently brilliant individuals – typically portrayed as eccentric visionaries separate from context or collaboration. The Genius Myth sustains myths of racial, gender, and intellectual exceptionalism.
Possibility Studies (various; 2020s) – an interdisciplinary field focused on how people perceive, imagine, and enact new possibilities across psychological, social, and material domains
Four-Stage Model of the Creative Process (Graham Wallas, 1920s) – a sequence of four stages – Preparation (gathering information, conscious effort, problem-framing), Incubation (stepping away, subconscious processing), Illumination (the “aha!” moment of insight), Verification (testing, refining, and applying the idea—based on the assumption that creativity is a legacy of evolution, enabling humans to adapt to changing environments. Associated discourses include:
Clayton’s Change Curve (Mike Clayton, 2010s) – an adaptation of Kübler-Ross’s Change Curve that locates four of the five stages on a 2×2 grid that distinguishes types of focus (Emotional vs. Rational) and types of state (Negative vs. Positive). It is touted as a practical, people-centered tool for navigating change. The stages are: Denial, Reaction (Emotional & Negative), Resistance (Rational and Negative), […]
Dementia – a clinical syndrome marked by progressive decline in memory, thinking, language, and problem-solving abilities severe enough to interfere with daily functioning, independence, and social or occupational activities
Mild Cognitive Impairment (MCI) (Ronald Peterson, 1990s) – a clinical condition characterized by noticeable problems with memory, language, thinking, or judgment that are greater than expected for a person’s age, but not severe enough to significantly interfere with daily life or independent functioning
Suggestive Cognitive Decline (1990s) – descriptive term often used in clinical and research contexts when there are indications of early cognitive impairment – such as subtle memory lapses, attention problems, or executive function difficulties – that suggest the possibility of an underlying neurodegenerative process, but do not yet meet the thresholds for Mild Cognitive Impairment or dementia.
White Rage (Carol Anderson, 2010s) – structural backlash against racial progress, manifesting through policies and systemic resistance rather than overt violence
White Rage (Carol Anderson, 2010s) – structural backlash against racial progress, manifesting through policies and systemic resistance rather than overt violence
White Innocence (Gloria Wekker, 2010s) – the belief that white people/nations are innocent of racism despite colonial or racist histories
White Ignorance (Charles Mills, 1990s) – systemic misperception or willful blindness about racial oppression
Colorblind Ideology (traces back to late-1800s, but rose to prominence in the 1970s) – the belief that ignoring race ensures equality. While appearing neutral, Colorblind Ideology erases systemic racism, reduces racism to individual prejudice, and sustains inequities by denying the structural significance of racial categories.
Racelessness (Derrick Bell, 1990s) – the denial or erasure of race as a social reality, often tied to colorblind ideology, obscuring systemic racism by pretending racial categories lack power or consequence
Anti-Essentialism – a rejection of the notion that identities or groups have fixed, inherent essences. Instead, Anti-Essentialism views categories like race, gender, or culture as socially constructed, fluid, and context-dependent, shaped by history, power, and lived experience rather than immutable trait.
Anti-Humanism (Louis Althusser, mid-20th-century) – a philosophical stance that rejects Humanism’s focus on the autonomous, rational subject. Anti-Humanism decenters “man” as the source of meaning, emphasizing instead structures, discourse, and systems that shape human identity, knowledge, and action.
Multi-Ontology Sense-Making (Dave Snowden, 2000s) the practice of interpreting situations across different ontological domains– ordered, complex, chaotic– by adapting frameworks of understanding to context, recognizing no single worldview adequately explains all organizational realities
Anticipatory Systems (Robert Rosen, 1980s) – systems that predict and adapt to future states using internal models, enabling proactive rather than purely reactive responses to their environment
Futures Literacy (Riel Miller, 2010s) – the ability to imagine and use multiple possible futures as a tool for understanding the present, challenging assumptions, and making wiser choices in uncertain, rapidly changing contexts
Crashout (Crashing Out) (gang/rap culture, going viral in 2020s) – a sudden, intense moment of emotional dysregulation, perhaps expressed as an impulsive outburst of anger, distress, confusion, or unfiltered actions
Post-Method Pedagogy (B. Kumaravadivelu, 1990s) – a framework in teaching (especially second/foreign languages) that rejects the idea of any single “best method.” Post-Method Pedagogy emphasizes teacher autonomy, context-sensitivity, and the ability to draw flexibly from multiple approaches depending on learner needs and sociocultural conditions.
White Backlash (Whitelash) (1960s) – a strong negative reaction to a change or recent events by white people against the success and achievements of black people. (The portmanteau, Whitelash, was coined by Van Jones in 2016.)
White Fragility (Robin DiAngelo, 2010s) — defensive reactions (anger, denial, withdrawal, guilt) white people often display when confronted with racial stress or challenged on privilege
Theory of Figured Worlds (Dorothy Holland, William Lachicotte Jr., Debra Skinner, Carole Cain, 1990s) – a perspective on socially constructed “as-if” cultural worlds where people make sense of themselves and others. Within these worlds, identities are formed through positioning, narratives, and power hierarchies. Though figured worlds constrain action, they also provide room for resistance and refiguring.
Cultivation Theory (George Gerbner, 1970s) – the perspective that long-term exposure to media—especially television—shapes viewers’ perceptions of reality, aligning them more closely with the recurring messages and portrayals in that media. Educational researchers have applied Cultivation Theory to examine how repeated exposure to particular educational messages, media portrayals, or curricular narratives can become normalized as “reality.”
Semiosphere (Juri Lotman, 1980s) – a concept from Semiotics referring to the entire sphere or space in which semiosis – the production, transmission, and interpretation of signs—takes place. The Semiosphere is analogous to the biosphere in biology: just as life exists within the biosphere, all sign processes exist within the semiosphere.
Intentional Questioning (Angela K. Salmon, Maria Ximena Barrera, 202s) – a deliberate pedagogical strategy wherein educators purposefully craft and deploy questions – aligned with learning goals – to elicit and scaffold deeper thinking, emotional reflection, or sense-making in learners
Episodic Disability (Kelly O’Brien, 2000s) – a long-term health condition marked by unpredictable periods of wellness and impairment. Common in conditions like MS, PTSD, or long COVID, Episodic Disability often remains invisible and fluctuates, making it difficult to accommodate within rigid disability systems.
Environmental Melancholia (Renée Lertzman, 2010s) – a state of unresolved, often unacknowledged grief over environmental loss or climate crisis, which can inhibit action and foster disconnection
Information Foraging Theory (Peter Pirolli, Stuart Card, 1990s) – a perspective on how humans seek, evaluate, and consume information by maximizing gains (useful information) while minimizing costs (time, effort). Information Foraging models behavior similarly to animals foraging for food.
Emotional Learning Analytics (Analytics of Emotions) – a component of Learning Analytics emphasizing multimodal emotion detection to support adaptive learning environment
Crossover Learning (Mike Sharples, 2010s) – the process of transferring and integrating knowledge across formal and informal learning environments, creating richer, more connected educational experiences
Computational Learning – how students develop understanding through engaging with computational ideas, tools, and practices – especially coding, modeling, data analysis, and algorithmic thinking. Computational Learning is closely tied to Computational Thinking, but it focuses more on the learning process itself. (Note: should not be confused with Computational Learning Theory of Learning-Machine Discourses.)
Stealth Assessment (Valerie Shute, 2000s) – a form of assessment in which evidence of a learner’s knowledge, skills, and attributes is collected unobtrusively during the course of regular learning activities-often within digital games or interactive environments – without interrupting the flow of the activity
Embedded Assessment (various, 2000s) – assessment activities that are seamlessly integrated into the regular flow of teaching or learning activities, so that evidence of learning is gathered in context rather than through separate, stand-alone tests
Cognitive Reserve (Yaakov Stern, 1990s) – the brain’s resilience to damage, enabling maintained cognitive function despite aging or pathology, influenced by education, occupation, and mental activity
Green Mindset (Save the Children, 2020s) – a perspective that views environmental sustainability as central to decision-making – recognizing how daily choices affect ecosystems, social equity, and long‑term ecological well‑being
Ecological Thinking (Lorraine Code, 2000s) – awareness that humans and natural systems are deeply interdependent, involving holistic, systems-based understanding of environmental relationships and consequences.
Ecological Mindset (various, 2020s) – a worldview recognizing deep interdependence of humans and ecosystems, guiding behavior toward sustainability through systems thinking, interconnected values, and ecological awareness
Ecological Imagining (various, 2010s) – a form of imaginative awareness that perceives humans as embedded in and co‑constitutive with ecological systems – fostering deep recognition of interdependence and guiding ethical, relational responses
Philosophy of Technique (Pierre Lévy, 1990s) – a framework for understanding the profound impact of digital technologies on human knowledge, intelligence, and social organization, emphasizing the importance of collective intelligence and the need to adapt our thinking to the evolving landscape of the digital age
Humans-with-Media (Marcelo Borba, 2000s) – the view that individuals do not act or learn in isolation, but rather as part of a larger system of cognition involving media, tools, and cultural-historical context
Managerial Cognition (Richard Daft, Karl Weick, 1980s) – the study of how managers’ beliefs, schemas, and associations shape their interpretations of the competitive environment and guide strategic decisions and actions
Complexity Reduction (Niklas Luhmann, 1980s) – the process by which individuals, organizations, or systems simplify or filter complex environments to make decision-making or functioning more manageable
Métis Holistic Lifelong Learning Model (Canadian Council on Learning in collaboration with Métis Elders, educators, and communities, including partners such as the Métis National Council and its governing members, 2010s) – a culturally distinct model symbolized as a flowering plant, where learning is nourished by Métis identity, Michif language, and family ties, blending traditional and contemporary Knowledge across community and time
Inuit Holistic Lifelong Learning Model (Canadian Council on Learning in partnership with Inuit Tapiriit Kanatami (ITK) and Inuit Elders, educators, and communities. 2010s) – a survival- and wellness-oriented model grounded in Inuit Qaujimajatuqangit (IQ), where learning is shaped by land, environment, and intergenerational Knowledge—much of which lies beneath the surface, like an iceberg
First Nations Holistic Lifelong Learning Model (Canadian Council on Learning in collaboration with First Nations Elders and Knowledge Keepers, 2000s) – a visual and conceptual framework that reflects Indigenous perspectives on learning as a lifelong, community-rooted, spiritually connected, and holistic process
Psychoeducation (C.M. Anderson, 1970s) – the process of providing individuals with information and skills about mental health conditions, coping strategies, and treatment options to help them better understand and manage psychological challenges
Amygdala Hijack (Daniel Goleman, 1990s) – a sudden, overwhelming emotional response – often fear, anger, or panic – that occurs when the Amygdala (the brain’s threat-detection center – see Neuro-Focused Discourses) bypasses rational processing in the prefrontal cortex and triggers an automatic fight-or-flight response
Designing for Variability (Center for Applied Special Technology, 1990s) – an educational design approach that plans for the full range of learner differences – cognitive, emotional, cultural, and physical – from the outset, rather than retrofitting for exceptions
Designing to the Edges (Center for Applied Special Technology, 1990s) – an inclusive design principle that focuses on creating solutions that accommodate the full range of human diversity, especially the needs of those at the margins (the “edges”)
Political Neuroscience (Leor Zmigrod, 2020s) – the interdisciplinary study of how brain structures and processes influence political attitudes, decisions, and behaviors. Political Neuroscience draws particularly on political science, psychology, and neuroscience.
Cognitive Rigidity – inflexible thought patterns and resistance to change – that is, the persistent difficulty in adapting one’s thinking or behavior in response to new information, changing environments, or shifting perspectives
Strong Emergence (Mark Bedau, 1990s) – properties that arise from complex systems but cannot be fully explained or predicted from the system’s individual components – even in principle. In Emergent Complexity terms, Strong Emergence is synonymous with Emergence.
Weak Emergence (Mark Bedau, 1990s) – properties that emerge from the interactions of lower-level components and can, in principle, be explained or simulated from those interactions – even if computationally difficult. In Emergent Complexity terms, Weak Emergence is not Emergence at all.
Cognitive Strain (Daniel Kahneman, 2010s) –the mental effort experienced when making sense of difficult or unfamiliar information. Cognitive Strain triggers slower, more analytical thinking (System 2), contrasting with the ease and speed of intuitive (System 1) processing.
Psychological Transformation Process (Jeroen Kraaijenbrink, 2020s) – a model of five emotional and cognitive phases one passes through during meaningful change – namely, Obliviousness (unaware change is needed), Awareness (recognize the need for change), Distress (disruption as old ways fail), Acceptance (embrace of new ways), Integration (routinization).
Serial Dependence – the tendency of visual perception to blend current visual perceptions with recent ones, thus prompting one to think that what is being seen right now is more similar to what was just seen than it really is. Serial Dependence smooths perceptions and reduce cognitive effort. However, perceptions become less accurate and more prone to missing rapid changes.
Physically Distributed Learning (Edwin Hutchins, 1990s) – the idea that cognition is not confined to the mind alone but is distributed across the body, tools, environment, and social context. Physically Distributed Learning emphasizes how learners use physical and spatial resources to support thinking and problem-solving.
Complex Systems Conceptual Framework of Learning (CSCFL) (Michael Jacobson, Manu Kapur, Peter Reimann, 2010s) – any approach/perspective that understands learning not as a linear, step-by-step process, but as a dynamic, interconnected, and emergent phenomenon – much like how complex systems function in nature, society, or technology
Embodied Realism (George Lakoff, Mark Johnson, 1990s) – the suggestion that human knowledge arises from bodily experience and sensorimotor engagement with the world. Human meaning, thought, and reason are not abstract or disembodied but shaped by one’s physical form, emotions, and interactions. Cognition is inherently embodied and metaphorical, grounded in how humans move with, relate to, and perceive their environments.
Ecological Naturalism (Rafael Núñez, 1990s) – the suggestion that human cognition – especially mathematical and abstract thinking– is rooted in biological embodiment and shaped by environmental interaction. Ecological Naturalismemphasizes the co-development of mind and world through experience, rejecting both strict empiricism and pure formalism. Meaning arises through bodily engagement and cultural practices, grounding abstract reasoning in perceptual, motor, and ecological processes.
Think, No-Think (Michael Anderson, Collin Green, 2000s) – an experimental method in cognitive psychology and neuroscience designed to study memory suppression – specifically, how people can deliberately suppress unwanted memories. The method has shown that repeated suppression can impair later recall .
Microbiota–Gut–Brain Communication – the dynamic signaling network between gut microbes and the brain. Microbiota-Gut-Brain Communication shapes emotional regulation, stress response, and neuroplasticity, all of which influence learning capacity.
Microbiota – the community of microorganisms living in the gut. Certain Microbiota profiles correlate with greater adaptability in complex learning tasks.
Microbiome – the collective genomes of the gut Microbiota (see below). The Microbiome affects brain chemistry and learning by influencing nutrient absorption, immune regulation, and production of neuroactive compounds.
Gut–Brain Axis – a bidirectional communication system linking the gut and brain via neural, hormonal, and immune pathways. The Gut-Brain Axis influences mood, executive function, cognitive flexibility, and learning by modulating brain function through gut signals.
Prediction Error – a mismatch between expected and actual outcomes during perception, learning, or decision-making. A significant Prediction Error should prompt one to update expectations and/or adjust behavior.
Lucid Dreaming (ancient) – a state in which one becomes aware one is dreaming during REM sleep, often allowing one to consciously influence or control the dream’s content in ways that can shape one’s waking life
Communal Narcissism (Jochen Gebauer et al., 2012) – a form of narcissism expressed in collective or prosocial domains (e.g., caregiving, activism), in which individuals view themselves as exceptionally nurturing, altruistic, or morally exemplary – seeking admiration and validation for their perceived selflessness and generosity
70:20:10 Learning Model (Michael Lombardo, Robert Eichinger. 1990s) – the unsubstantiated suggestion that 70% of learning comes from on-the-job experience, 20% from social learning (e.g., mentoring), and 10% from formal training
Behavioral Activation (BA) (1970s) – a structured, evidence-based psychological treatment that helps people improve their mood by increasing engagement in meaningful, pleasurable, or goal-directed activities – especially those they’ve been avoiding due to depression, anxiety, or trauma
Wellbeing Intelligence (WBQ) (Thomas Roulet, Kiran Bhatti) – skills leaders need to continuously assess and manage mental well‑being – both theirs and their teams’ – to detect stress, respond early, and foster organizational resilience
Dopamine Anchoring (2020s) – a viral self-help recommendation to pair unpleasant tasks with pleasurable stimuli to make them more enjoyable. The pop-psych idea draws loosely from Reinforcement Theory (see Associative Learning) and the Anchoring Effect (under Cognitive Bias).
Reconsolidation (Karim Nader, 2000s) – the distorting and rewriting of a memory each time it is recalled. Recalling a memory temporarily destabilizes it, during which new information, emotions, or biases can be integrated into the memory.
Echoism (Craig Malkin, 2010s) – a trait characterized by excessive self-effacement, fear of self-expression, and aversion to attention or praise. Echoism is often discussed in the context of relationships with narcissistic individuals, where echoists tend to lose their sense of self and cater to the needs of others to avoid conflict, rejection, or emotional harm.
Quiet Ego (Heidi Wayment, Jack Bauer, 2000s) – a calm sense of self that values personal growth, compassion for others, and interconnectedness. Four pillars are identified: Detached Awareness, Growth-Mindedness, Inclusive Identity, Perspective Taking
Generation K (Gen K) – an alternative name for Generation Z, associated with two main meanings. The first, which arose in the 2010s, is “Generation Katniss” – a reference to the feisty, fair-minded heroine of the book and movie series, The Hunger Games. The second, is “Generation Ketamine” – a drug that is popular recreationally in the age group.
Regression to the Mean (Francis Galton, 1880s) – the idea that extreme outcomes tend to be followed by more typical, average results. In other words, when something unusually good or bad happens, subsequent events are likely to be closer to normal.
Law of Large Numbers (Jakob Bernoulli, 1710s) – a principle in probability asserting that, as a random experiment is repeated more and more times, the average result will get closer to the expected value
Law of Diminishing Returns (David Ricardo, 1810s) – an economic idea, adapted by some educators to assert that adding more of one input (like study time or teacher explanation) will eventually produce smaller and smaller improvements.
Creative Destruction (Joseph Schumpeter, 1940s) – an economic idea describing how capitalism constantly evolves by tearing down outdated systems to make way for progress. In education, Creative Destruction refers to processes whereby old models of teaching, institutions, or policies are disrupted or replaced by newer, more innovative approaches.
Compounding – a reference to exponential growth – that is, the way that small actions, repeated over time, can grow into something much bigger. In education, Compounding is often used to highlight that small efforts made consistently – like daily reading or regular practice – build on each other over time.
Retrograde Amnesia – inability to recall old memories
Anterograde Amnesia – inability to form new memories
Amnesia – from the Ancient Greek ἀμνησία “without memory,” the loss of memories
Retrieval Failure Theory (Cue-Dependent Forgetting) (Endel Tulving, 1970s) – the suggestion that forgetting occurs not because the memory trace is gone, but because appropriate retrieval cues are missing. That is, some Long-Term Memory can’t be accessed because the right cues are not present to trigger recall.
Displacement Theory (Donald Broadbent, 1950s) – the suggestion that, when Short-Term Memory is full, new information can displace or push out old information. The oldest information in short-term memory is typically displaced first, similar to a conveyor belt where items are pushed off as new ones are added.
Unintentional Forgetting (Retrieval-Based Forgetting; Retrieval-Induced Forgetting) – a memory phenomenon where actively trying to recall some information from memory block or weaken the recall of related information
Suppression (Directed Forgetting; Intentional Forgetting) – the cognitive process of deliberately suppressing or weakening unwanted memories
Motivated Forgetting (Active Forgetting) – the brain’s ability to actively suppress or remove unwanted memories, not just passively losing them over time. This process is crucial for maintaining cognitive flexibility and removing irrelevant information.
Mind Blanking – the sense of having no immediate thoughts (or not being able to report on having any thoughts. Mind Blanking has been studied intensely, but there’s not much consensus on what it is (neurologically speaking) and why it happens.
Inter-Brain Neural Synchronization (Uri Hasson, 2000s) – a phenomenon where the brain activity of two or more people becomes aligned or synchronized during social interaction. This can happen during conversation, joint attention, collaboration, or shared experiences.
Second-Order Thinking (1960s) – the practice of looking beyond immediate outcomes to consider the longer-term and indirect consequences of a decision. Second-Order Thinking asks: “And then what?”– anticipating ripple effects, unintended consequences, and deeper system dynamics.
Somatic Practice (Somatics) (Thomas Hanna, 1970s) –a body-centered approach to awareness, healing, and learning that focuses on internal physical perception, movement, and sensation. Somatic Practice helps people reconnect with their bodies, often used in trauma recovery, therapy, and performance.
Brain Retraining – based on research into Neuroplasticity, the use of various techniques to modify and adapt brain function, particularly in response to trauma or chronic pain. Brain Retraining can involve learning new skills, engaging in specific exercises, or practicing Mindfulness to reinforce positive neural pathways.
Probabilistic Thinking – a reasoning strategy based on likelihoods and uncertainty, whereby situations are formally evaluated based on probabilities and expected outcomes
First Principles Thinking (Aristotle, c. 350 BCE) – a problem-solving method that involves breaking down complex ideas into their most basic, foundational truths – and reasoning up from there. Instead of relying on assumptions or analogies, you ask: “What do I know for sure?” and rebuild your understanding from scratch. (Aristotle used First Principles Thinking defined “first principles” as the fundamental starting […]
Circle of Competence – a model that offers distinctions among what is knowable, what we think we know, and what we actually know
Moravec’s Paradox (Hans Moravec, 1980s) – Things that are easy for people – like walking, recognizing faces, or knowing how someone feels – are super hard for computers. But things that seem hard for people – like logic problems and weighty mathematics – are easy for computers.
Common Ingroup Identity Model (Samuel Gaertner, John Dovidio, 1990s) – the suggestion that that bias can be reduced when members of different groups recategorize themselves as part of a single, shared identity. By shifting from “us vs. them” to a unified “we,” this model promotes inclusion, reduces prejudice, and fosters cooperation across group boundaries.
Anthrobots (2020s) – a type of Xenobot derived from human cells
Psychopathy – a personality disorder marked by lack of empathy, remorse, and emotional depth. Individuals often exhibit superficial charm, manipulativeness, impulsivity, and antisocial behavior. They may engage in harmful actions without guilt or fear, posing significant risks in interpersonal and social contexts.
Vulnerable Narcissism – a form of Narcissism that is characterized by hypersensitivity, insecurity, low self-esteem, and a deep need for approval. Individuals may appear shy or introverted but are preoccupied with self-worth and easily wounded by criticism.
Grandiose Narcissism – a form of Narcissism that involves overt arrogance, dominance, inflated self-importance, and entitlement. Individuals seek admiration, lack empathy, and often exploit others to maintain their self-image.
Narcissism (Narcissistic Personality Disorder, NPD) – a personality trait marked by excessive self-importance, a deep need for admiration, and a lack of empathy for others. Narcissistic individuals often overestimate their abilities and crave validation, while dismissing criticism or others’ needs.
Machiavellianism – a personality trait characterized by manipulation, deceit, and a cynical view of human nature. Individuals high in Machiavellianism prioritize personal gain, often at others’ expense, and show little regard for morality or ethics.
NEET (Not in Education, Employment, or Training) (2020s) – a reference to youth disconnection from systems meant to support them – often reflecting structural failures, such as racism, poverty, and inadequate school-to-work transitions
Dark Triad (Delroy Paulhus, Kevin Williams, 2000s) – three socially aversive personality traits that form a consistent, measurable cluster in the general population: Machiavellianism (manipulativeness and strategic deceit), narcissism(grandiosity and entitlement), and psychopathy (impulsivity and lack of empathy). While distinct, these traits overlap in their callousness, self-interest, and interpersonal antagonism.
Infantile Amnesia (long known, but first theorized by Sigmund Freud, 1900s) – the phenomenon where adults are unable to recall memories from the early years of life, typically before ages 3 or 4. While people may retain some fragments (especially emotional or procedural), detailed autobiographical memory from infancy is generally absent.
Source Monitoring Framework (Marcia Johnson, 1990s) – a theory explaining how individuals determine the origins of their memories – whether from personal experience, imagination, media, or other. It holds that source judgments are inferential, relying on qualitative features like vividness, emotion, and context. False memories arise when these sources are misattributed.
Anātman (Non-Self) (Siddhartha Gautama, c. 400s BCE) – the Buddhist doctrine the one’s sense of self is an illusion of the moment—a temporary collection of five aggregates: Form (the physical body in the material world), Sensation/Feeling (affective response to sensory events); Perception (recognizing sensory encounters); Mental Formations (conscious thoughts, intentions, emotions, acts); Consciousness (awareness of knowing). Clinging to a this illusion causes […]
Variability (Limor Raviv, 2020s) – differences among Practice tasks that are designed to enable generalization and Learning Transfer. Some categories of Variability are numbers of training examples, heterogeneity of examples, range of contexts, and diversity across practice schedules.
Quiet Ego (Heidi Wayment, Jack Bauer, 2000s) – a psychological construct that describes a way of being where the ego is present but not dominant – characterized by humility, compassion, and balance between self and others. It contrasts with both inflated self-focus (narcissism) and self-negation.
Self-Hypnosis (Autosuggestion) (Émile Coué, 1890s) – a self-induced, focused state of relaxation and heightened suggestibility, used to influence thoughts, feelings, or behaviors. Mirroring techniques used in clinical hypnosis, Self-Hypnosis involves concentrating attention, often through guided imagery or repetition, to bypass critical awareness and access the subconscious.
Disidentification (José Esteban Muñoz, 1990s) – a strategy for engaging with dominant ideology that avoids both full assimilation and outright rejection. Instead, Disidentification works within and against the system – transforming it from the inside while also supporting everyday acts of resistance. Disidentification is a survival tactic aimed at both structural change and local struggles, rather than utopian escape or conformity.
Global Neuronal Workspace Theory (GNWT) (Stanislas Dehaene, 2000s) – the perspective that Consciousness arises when, after successfully competing for attention, information is broadcast across a widespread network of interconnected neurons. When information enters this “workspace,” it becomes globally accessible for reasoning, memory, and decision-making, distinguishing conscious from unconscious processing.
Tism – a colloquial or shorthand term sometimes used within autistic communities to refer to Autism, often playfully or self-referentially (e.g., “I’ve got the tism” or “on the tism spectrum”). It is not a clinical or diagnostic term, and its use is informal, subcultural, and context specific.
Grading for Equity (Joe Feldman, 2010s) – a framework for evaluating and redesigning grading practices to make them more accurate, bias-resistant, and motivational – particularly for historically underserved students
Culturally Safe Learning (Irihapeti Ramsden, 1980s) – a pedagogical approach that emphasizes learner-defined safety, especially for Indigenous and marginalized students. Culturally Safe Learning requires educators to confront power, privilege, and systemic racism through critical self-reflection. Unlike cultural awareness, it centers the learner’s experience and promotes decolonizing, relational, and respectful educational spaces.
Developmental Cognitive Science – a subfield of Cognitive Science that focuses specifically on how cognitive processes develop over time, especially in children and across the human lifespan. Developmental Cognitive Science integrates perspectives from psychology, neuroscience, linguistics, philosophy, computer science, and education – but with a particular emphasis on change, growth, and learning.
Zone of Genius (Gay Hendricks, 2000s) – the space where one’s natural talents, passions, and unique abilities align, allowing one to do work that is not only excellent but also deeply fulfilling and impactful
Transformative Social and Emotional Learning (TSEL) (Collaborative for Academic, Social, and Emotional Learning, 2010s) – an equity-focused evolution of traditional Social-Emotional Learning. While standard SEL promotes individual competencies like self-awareness, empathy, and responsible decision-making, TSEL explicitly integrates issues of identity, agency, power, and social justice, particularly for students from historically marginalized communities.
Time Dilation (Matrix Effect; Tachypsychia) – the sensation of time slowing down, or a perceived lengthening of time. Most often, Time Dilation is described as a subjective experience – meaning it refers to how an individual perceives time, not an actual change in its flow. Time Dilation if often associated with high-stress, emotionally charged situations or with certain mindfulness practices.
Mindful Well-Being – a state of health and flourishing that is supported and enhanced through the practice of mindfulness– the intentional, nonjudgmental awareness of the present moment. It integrates insights from contemplative traditions, particularly Buddhism, with modern psychology and health science, emphasizing how mindfulness can promote emotional regulation, stress reduction, and a deeper sense of meaning or connection.
Mind Change (Susan Greenfield, 2010s) – a cultural parallel to “climate change,” suggesting that digital technologies are fundamentally reshaping human cognition, behavior, and brain structure in measurable ways. Likely long-term consequences, include diminished attention span, reduced face-to-face social skills, and altered emotional processing.
Bayesian Brain Theory (Geoffrey Hinton, 2000s) – a framework that proposes the brain is constantly generating and updating probabilistic models (or “beliefs” about the world based on prior knowledge and new sensory evidence. (The name comes from Bayes’ Theorem, a method for updating the probability of a hypothesis in light of new evidence.)
Controlled Hallucination Theory (Anil Seth, 2010s) – the suggestion that perception is not a passive reception of sensory input, but rather an active process in which the brain generates predictions (or “guesses”) about the world. These predictions are constantly updated based on sensory data
Secure Attachment (John Bowlby, 1950s) – patterns of relational behavior and emotional regulation that develop in childhood when a child’s needs for safety, comfort, and attunement are consistently met by caregivers. Secure Attachmentis marked by trust, emotional resilience, and comfort with both intimacy and independence in interpersonal connections.
Insecure Attachment (John Bowlby, 1950s) – patterns of relational behavior and emotional regulation that develop in childhood when a child’s needs for safety, comfort, and attunement are inconsistently met by caregivers. Insecure Attachment is marked by anxiety, avoidance, ambivalence, or disorganization in interpersonal connections.
Femisphere – a counterpart to the Manosphere (though less commonly used), focusing on feminist issues and female empowerment
Reality Tunnel (Timothy Leary, 1960s) – the subjective lens through which one interprets the world, shaped by one’s beliefs, experiences, and cultural conditioning. The notion highlights how perception is filtered – meaning everyone inhabits their own unique version of reality.
Postmodern Idealist-Interpretive Relativism – the belief that reality and truth are not fixed or universal, but are constructed through human interpretation, shaped by cultural, historical, and linguistic contexts – and therefore, all truths are relative. Simplified: Everyone has their own truth. There’s no single right answer. Everything depends on perspective. (See Epistemology, Idealism, and Positivism.)
Naïve Positivist-Realist Absolutism – an uncritical belief that objective, empirical knowledge of the world is not only possible but complete, final, and free from bias, interpretation, or cultural influence. In a nutshell, the perspective that there’s only one right answer, and science will tell us exactly what it is. (See Epistemology, Positivism, and Realism.)
Affective Psychology (Affective Science) (various, late-1800s) – the study of how emotions, moods, and feelings influence perception, thought, behavior, and relationships. Affective Psychology examines emotional expression, regulation, and experience across individuals and cultures. Drawing from Psychology, Neuroscience, and physiology, the field investigates how affect interacts with cognition, decision-making, memory, and mental health.
Powerful Knowledge – subject-specific, coherent, and conceptual disciplinary knowledge that empowers students to make informed decisions and become action-competent, ultimately influencing their lives positively. Powerful Knowledge goes beyond everyday understanding, providing access to specialized, systematic, and disciplinary knowledge that enables students to think critically and apply their learning in various contexts.
Social Realism (mid-1800s) – both an artistic movement and a broader ideological approach that seeks to portray everyday life, especially the struggles of the working class and marginalized communities, in a realistic and often critical light. Social Realism emphasizes the social conditions and injustices that shape people’s lives, frequently with the intention of inspiring reform or raising awareness.
Material Ecology (Neri Oxman, 2010s) – a design philosophy that merges biology, computation, and material science to create objects and structures that evolve with their environment, using natural processes and sustainable materials. Material Ecology treats materials as active ecosystems, fostering symbiosis between the built and natural worlds
Gibbs’ Reflective Cycle (Graham Gibbs, 1980s) – a structured model for reflection, guiding individuals through six stages: Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan
Krebs Cycle of Creativity (Neri Oxman, 2010s) – a model of collective creativity named after a process of cellular respiration. The model maps the flow of creative energy between four domains: Science, Engineering, Design, and Art. These disciplines are viewed as cyclically transforming information into knowledge, knowledge into utility, utility into behavior, and behavior into new perceptions of information. That is, Creativity is seen as […]
Manosphere – an online subculture of websites, blogs, and forums where men discuss masculinity, men’s rights, and gender dynamics. It includes various groups, with differing views on relationships, gender roles, and societal issues. Some parts focus on self-improvement, while others promote controversial or misogynistic viewpoints.
Epistemic Disaffection (Michael Young, Johann Muller, 2010s) – alienation from and disillusionment with formal, school-based knowledge that is triggered by its disconnection from one’s everyday experiential knowledge
Mutually Interpenetrating Domains (Gregory Bateson, 1970s) – a reference to conceptual or practical areas that are distinct yet deeply interwoven – so much so that their boundaries blur and their dynamics influence one another in complex, inseparable ways
Cooperative Inquiry – (John Heron, 1970s) – a participatory engagement where all members act as co-researchers, engaging in cycles of action and reflection to create shared, experiential knowledge through collaborative, democratic decision-making
Flat Ontology (Manual DeLanda, 1990s) – the suggestion that all entities—whether human, non-human, material, or abstract—exist on the same ontological level, without any inherent hierarchy or prioritization. Flat Ontology challenges traditional views that place humans, ideas, or abstract concepts above objects, matter, or non-human entities.
Neurotechnology (Brain-Computer Interfaces) – within education, devices that support one’s efforts to learn, whether external or implanted. Currently, most examples involve assisting learners with physical impairments (e.g., enabling movement and communication), but many forecasters envision devices that speed learning amplify the pace of learning and the range of memory.
AI Tutoring Platforms – learning systems that assess effective teaching strategies based on their capacities to monitor prior learning, psychological states, behavioral patterns, and other influences on one’s needs and capacities to learn
Immersive Virtual Learning Environments (IVLEs; Virtual Reality Learning Environments) – digitally created spaces that simulate real or imagined worlds, enabling learners to interact, explore, and collaborate through avatars or interfaces. While not having yet met the hype, IVLEs are promised to support personalization, collaboration, mastery, and meaningfulness – that is, most aspects of educational experience that are currently regarded as important.
Twin Transition – the simultaneous shift toward a green and digital economy. The notion combines environmental sustainability with digital innovation, aimed at smarter, cleaner, and more efficient systems.
Free-Operant Conditioning (B.F. Skinner, 1930s) – a form of learning in which an organism can freely respond at any time, rather than only during discrete trials. The focus is on the rate of behavior as a function of its consequences (reinforcement or punishment).
Precision Teaching (Ogden Lindsley, 1960s) – a systematic approach to instruction and intervention based on Free-Operant Conditioning that focuses on precise measurement and data-driven decision-making to improve learning outcomes
Modernity/Coloniality (Vanessa Machado de Oliveira, 2010s) – simultaneously, (1) a reference to the similar and inextricable natures of Modernity and Coloniality; and (2) a reminder that the benefits often associated with Modernity are tethered to Coloniality’s record of violence and subjugation
Coloniality (Anibal Quijano, 2000s) – the persistent presence of colonial power dynamics, mindsets, and systems that continue to shape societies long after formal colonial rule has ended.
Colonialism – the official takeover and governance of territories, along with the domination and control of the Indigenous populations who originally inhabited those land
Cognitive Imperialism (Marie Battiste, 1990s) – a reference to the dominance of Western knowledge systems that marginalize Indigenous ways of knowing, especially through education. Cognitive Imperialismimposes one worldview as superior, undermining cultural diversity and Indigenous self-determination.
Reconstructive Memory – the suggestion that memory retrieval involves rebuilding past events or experiences, often filling in gaps with assumptions or schemas – as opposed to “pulling up” stored information
Constructive Memory – the suggestion that memory formation is an active process of building from existing knowledge, experiences, expectations, and emotions rather than a passive process of storing information
Repeated Reproduction (Bartlett Technique; Bartlett Tradition; Successive Reproduction) (Frederic C. Bartlett, 1930s) – a technique that demonstrates that a memory transforms if one repeatedly recalls over time actually – usually through a gradual integration of details or perspectives that are unrelated to the original memory but meaningful to the one remembering.
Multi-Level Causation – the idea that “causes” (i.e., influences on events), firstly, operate across different levels (e.g., like biological, psychological, and social) and, secondly, influence each other. Both lower-level and higher-level processes can shape outcomes, making complex systems understandable only by considering interactions across these layers.
Racial Memory (Racial Unconscious) – trauma, emotional responses, cultural knowledge, survival strategies, and habits of interpretation that are maintained across generations, framing and influencing individual and collective experience
Retrogression – an inappropriate reactivation of behaviors, attitudes, or thoughts associated with an earlier stage of development, typically triggered by a stressful and/or unfamiliar circumstance (Compare Regression, under Psychoanalytic Theories.)
Volition –the internal process of choosing and committing to an action, especially without external pressure.
Free Will – the power to direct one’s actions independently, not wholly determined by external or internal forces.
Freedom Paradox (Paradox of Freedom) – a paradox that arises when one assumes or embraces most Determinisms, between the conviction that the outcome of every event is already predetermined and the conviction that humans make choices.
Reality Testing – how one tells what’s real from what’s not. Reality Testing helps one know the difference between themselves and the outside world, and between imagination and real life. Impaired Reality Testing is impaired is a key sign of Psychosis.
Psychosis – a mental condition where one loses touch with reality, often experiencing hallucinations, delusions, or disorganized thinking that impairs their perception, emotions, and behavior. Psychosis often manifests as delusions, hallucinations, and incoherent speech.
Fish-Eye Syndrome – a tendency, when teaching, to mistakenly believe that all students are engaged in a problem, discussion, or other learning activity – when, in reality, only a small, vocal group is actively participating
Adultomorphism – the inclination to reconstruct developmentalist models on the bases of adults’ memories, behaviors, and/or pathologies
SOGIE (2020s) – an acronym for Sexual Orientation, Gender Identity, and Expression, expanding on SOGI to include how own outwardly presents one’s gender
Three Curricula Heuristic (Elliot Eisner, 1970s) – a framework for understanding what is actually taught and learned in schools. Three distinct forms of curriculum are identified: Explicit Curriculum (see Intended Curriculum, above), Implicit Curriculum (see Hidden Curriculum, above), and Null Curriculum
Bias Blind Spot (Emily Pronin, Daniel Lin, Less Ross, 2000s) – the tendency to recognize biases in others but fail to see one’s own biases
Objectivity Illusion – the tendency to see oneself as less partial/biased (i.e., more objective) than others
Occasionalism (Al-Ghazālī, ~1100) – the belief that created things cannot cause events on their own; instead, God is the only true cause, and what we perceive as cause-and-effect relationships are merely occasions for God to intervene and produce an effect. (Occasionalism was developed partly as a response to an emerging embrace of empirical science – especially physics – to ensure that God’s […]
Instructional Hierarchy (Norman Haring, Robert Eaton, 1978) – a framework of four increasingly sophisticated stages of learning: Acquisition (learning a new skill with accuracy); Fluency (developing speed and efficiency); Generalization (applying the skill across contexts; Adaptation (modifying the skill for novel situations)
Subject of Consciousness – the “I” … the knowing self … the conscious perceiver … the observing ego … the self-aware agent
Object of Consciousness – something one perceives that is experienced as separate or distinct from oneself (whether or not there is an actual separation of observer and observed)
Mystical Participation (Lucien Levy-Bruhl, 1890s) – a mental state in which the commonly experienced separations – e.g., between the natural, the spiritual, the personal, and the situational – are overcome
fMRI Measures of Intelligence – Measures of Intelligence that rely on “functional magnetic imaging” (fMRI) to pinpoint which brain regions are associated with specific cognitive tasks
ERP Measures of Intelligence – Measures of Intelligence that rely on “event-related potentials” (ERP) – that is, analyzing patterns of electrical activity in the brain when one is engaging in a specific cognitive act. These measures correlate somewhat with traditional intelligence tests.
EEG Measures of Intelligence – Measures of Intelligence that rely on electroencephalographic (EEG) assessments of brain regions. These measures are currently regarded as of limited value and utility.
Measures of Intelligence – any Norm-Referenced test used to determine one’s abilities to learn, reason, understand, and remember. Major categories include:
Logotherapy (Meaning-Centered Therapy) (Viktor Frankl, 1950s) – an approach to Psychotherapy that focuses on helping the client overcome crises in meaning by examining three types of values: creative, experiential, and attitudinal
Mathematical Psychology – an approach to research in Psychology that relies on mathematical techniques for modeling and prediction. Mathematical Psychology is closely related to Psychometrics.
Circannual Rhythm – any periodic variation in physiology, psychology, or behavior that recurs yearly (Note: “circannual” is Latin for “about yearly.”)
Infradian Rhythm – any periodic variation in physiology, psychology, or behavior that recurs in cycles of more than 24 hours (e.g., seasonal mood changes, menstrual cycle, hair growth) (Note: “infradian” is Latin for “less than daily.”)
Circadian Rhythm (Diurnal Rhythm) – any periodic variation in physiology, psychology, or behavior that recurs in a (roughly) daily pattern (e.g., the sleep–wake cycle) (Note: “circadian” is Latin for “about daily.”)
Ultradian Rhythm – any periodic variation in physiology, psychology, or behavior that recurs in cycles of less than 24 hours (e.g., respiration, blinking, or hunger cycles) (Note: “ultradian” is Latin for “more than daily.”)
Biological Rhythm (Biorhythm; Endogenous Rhythm; Internal Rhythm; Life Rhythm) – most broadly, periodic variations in a being’s or system’s functioning – which, for humans, is usually focused on such physiological and psychological function as wakefulness, hunger and other desires, or menstruation. Such rhythms are often associated with environmental cues, such as daylength or seasonal conditions
Ideomotor Theory (William Benjamin Carpenter, 1860s) – the suggestion that, without inhibitions, mental representations spontaneously prompt actions. Ideomotor Theory is the basis of early theories of Hypnosis.
Indeterminism – the belief that humans have free will – that is, able to act independently of prior or current conditions. Indeterminism is directly contrary to most Behaviorisms, but an integral element of many contemporary discourses on learning. (Contrast Determinisms.)
Instrumental Enrichment (Feuerstein Method) (Reuven Feuerstein, 1970s) – a teaching approach rooted in Cognitive Developmentalisms that aims to enhance learning potential through mediated learning experiences. Instrumental Enrichment emphasizes problem-solving, adaptability, and Metacognition, and helping individuals improve thinking skills regardless of age or ability.
Idée Fixe (Fixed Belief; Fixed Idea) – a Delusion, Fallacy, or other conviction that is rigidly held despite evidence to the contrary
I–It (Martin Buber, 1920s) – a description of the act of impersonalizing someone or something – that is, using or controlling as an “It”
Homogeneity of Cognitive Function – in Stage Theory of Cognitive Development, the assumption that mental processes are similar across ranges of tasks and contexts
Rehabilitation – training aimed at restoring lost Habilitation of one’s independence and well-being following injury, disability, or disorder
Ego-Centered Network (Egocentric Network) – in Social Network Analysis, the subset of the Group Networkthat are linked to a specific node (i.e., individual)
Group Network – in Social Network Analysis, the complete set of links among nodes (i.e., individuals) in a group
Generalized Other – in Symbolic Interactionism, one’s internalized sense of societal norms, values, and expectations that shape an individual’s self-concept and behavior. The Generalized Other guides how people interpret social interactions and understand their roles within society.
Frame Problem (Jerry Fodor, 1980s) – the challenge of explaining how cognitive systems efficiently update beliefs without needing to consider all possible implications of every change. Human minds solve this problem effortlessly, but artificial intelligence and formal logic struggle with it, highlighting fundamental limits of computational models of cognition.
False Analogy – a type of Fallacy in which a noticed similarity between two phenomena leads to a troublesome conclusion that those phenomena must be similar in other ways (This website is rife with examples. Because virtually every discourse presented is grounded in specific metaphors/analogies, all of them present the risk of over-extending those metaphors into False Analogies.)
Five-to-Seven Shift (Sheldon White, 1960s) – the rapid cognitive development experienced by most children between the ages of 5 and 7, especially in reasoning, language, memory, and problem solving
Fading – in Operant Conditioning, gradually reducing the intensity or frequency of prompts or reinforcements until the target behavior is maintained independently by the subject
Free-Response Question – a test or survey item that allows one to answer entirely one pleases
Ecological Assessment – a process of gathering information on someone’s actions and attitudes across a range of settings, founded on the principle that one’s “identity” is co-entangled with one’s environment
Disconnected Generation – an alternative name for Generation Z, highlighting a perception of being overly reliant on digital communication and social media, leading to a sense of disconnection from real-world relationships and experiences
Generation Yawn – a critical or dismissive term referring to the stereotype that Millennials are disinterested or apathetic about major social issues or politics
Lazy Millennials – a term used to criticize Millennials for supposedly lacking a strong work ethic, being entitled, and/or not taking responsibility in the traditional ways of previous generations
Snowflake Generation (Coddled Generation) – a derogatory way to describe Millennials or Generation Z as being overly sensitive or fragile (around issues of political correctness, mental health, or personal identity) due mainly to overprotective parenting, schools, or society
Generation Xanax – an informal term used in popular media to refer to younger generations (especially Millennials and Generation Z). who are seen as experiencing higher levels of stress, anxiety, and mental health challenges. The term is also used as a critique of societal pressures, such as the rapid pace of technological advancement, economic instability, and cultural expectations, which are thought to […]
Burnout Generation – a term that points to the rise of burnout among younger generations, driven by factors like overwork, academic pressure, social media stress, and economic uncertainty
Boomerang Generation – a reference to young adults who graduate from college or enter the workforce, but find it difficult to live independently due to economic hardship (e.g., student debt, high cost of living, limited job opportunities), and so “boomerang” – that is, end up moving back in with their parents
Addiction to Validation – a phrase used to criticize younger generations for their obsession with social media validation and associated mental health issues like anxiety or depression
Defensive Conditioning – a type of Classical Conditioning where the Unconditioned Stimulus is noxious
Developmental Quotient (Arnold Gesell, 1920s) – a ratio of a child’s developmental progress, calculated by dividing their developmental age by their chronological age and multiplying by 100. Developmental Quotient assesses cognitive, motor, and social skills, similar to an IQ but for early childhood development.
Dual Instinct Theory (Sigmund Freud, 1920s) – a perspective that frames one’s psychological existence as a battle between two forces: “life instinct” (or “Eros,” driving impulses for self-preservation and reproduction) and “death instinct” (or “Thanatos,” striving to reduce psychological tension)
Delusion – a fixed, false belief resistant to evidence or reason, often seen in psychiatric disorders. A Delusion is not culturally endorsed, and it persists despite contradiction. Emerging evidence suggests that Delusions are not primarily “logical errors”; rather, they likely have emotional roots.
Complex Idea – in Associationism, conceptions that are distinguished from “simple ideas” because they require comparing, abstracting, and generalizing
Complex Behavior – an activity that emerges from multiple interacting factors, is adaptive, non-linear, and often unpredictable. A Complex Behavior involves learning, decision-making, and environmental influences.
Cultural Universalism (Cultural Absolutism) – the idea that certain values, norms, or practices are fundamentally shared across all human societies, regardless of cultural differences. It contrasts with cultural relativism, which emphasizes that beliefs and behaviors are shaped by specific cultural contexts.
Association of Ideas (John Locke, late-1600s) – the combining of simple perceptions into consolidated thoughts with varying degrees of complexity and abstractness. The notion was proposed to explain how one moves from direct experience (e.g., of petting a dog or falling) to highly abstract notions (e.g., beauty or power)
Comrey Personality Scales (Andrew Comrey, 1970s) – a psychological assessment tool measuring personality across eight trait dimensions: Trust vs. Defensiveness, Orderliness vs. Lack of Compulsion, Social Conformity vs. Rebelliousness, Activity vs. Lack of Energy, Emotional Stability vs. Neuroticism, Extraversion vs. Introversion, Mental Toughness vs. Sensitivity, and Empathy vs. Egocentrism
Communal Learning – a collective, interactive process where knowledge is co-created through shared experiences, dialogue, and cultural contexts. Communal Learning emphasizes interdependence, oral traditions, and experiential learning, often seen in Indigenous Knowledge systems, professional learning communities, and collaborative education models. It fosters continuous, socially embedded learning.
Five Psychological Transformation Phases of Change (Daryl Connor, 1970s) – a model that outlines the emotional and psychological responses individuals experience when undergoing significant organizational and/or personal change. The five phases are: Stability (feeling secure in the pre-change situation); Disruption (uneasiness immediately triggered by change); Exploration (experimenting with new possibilities); Rebuilding (integrating new thinking and behavior); Commitment (establishing a new stable state).
Panarchy Theory (Lance Gunderson, Buzz Holling, 2000s) – a perspective that building the Adaptive Cycles Framework by showing how adaptive cycles interact across scales. Systems within a panarchy may experience “revolt” (lower-level disruptions triggering large-scale change) or “remember” (higher-level stability reinforcing lower-level patterns.
Adaptive Cycles Framework (Buzz Holling, 1970s) – a conceptual model used to describe the dynamic processes of growth, accumulation, restructuring, and renewal within complex adaptive systems, particularly in ecology and social-ecological systems. Four phases are proposed: Exploitation (rapid growth and resource accumulation; Conservation (or K-phase, stability and efficiency, but increasing rigidity); Release (or Ω-phase, system collapse or disturbance, leading to the release […]
Behavioral Modeling – [1] broadly defined, any conscious or nonconscious imitation of someone else’s behavior; [2] more narrowly defined, a formal training technique structured around someone with less expertise imitating a demonstration provided by someone with greater expertise
Behavioral Plasticity – the extent to which one’s behavior can be affected or changed by experience
Achievement Age – rating of what one has learned, stated in terms of the age at which normed tests suggest that level of achievement is typical
Transactional Analysis (Eric Berne, 1950s) – a psychological framework that examines human interactions based on three ego states—Parent, Adult, and Child. Transactional Analysis analyzes communication patterns, unconscious scripts, and emotional transactions to improve relationships, self-awareness, and personal growth, often used in therapy, coaching, and organizational settings.
Attention Span – the amount of time one can maintain a specific focus (on, e.g., a thought or a task). Contrast Apprehension Span (above) and Scope of Attention (below).
Affective Theory – any approach to Psychotherapy that focuses on feelings and emotions at the principle site of therapeutic change
Type 4 Fun – a sometimes-added category to the Fun Scale that refers to an activity that is experienced as dangerous or harrowing, both in the moment and afterward. Type 4 Fun is “non-fun.”
Ad Hoc Category – a temporary category created for a specific purpose in relation to a specific moment/activity (e.g., “foods that are easy to eat while driving”)
Ability Level – a description of how well one can perform a task or understand a subject. Most commonly, Ability Levels are expressed informally on a continuum of beginner to expert, but literally thousands of formal tests have been developed to measure achievement and performance across hundreds of abilities.
Type 3 Fun – activity that is both experienced and recalled as unpleasurable
Type 2 Fun – activity that is experienced as miserable in the moment, but recalled as pleasurable
Type 1 Fun – activity that gives pleasure both in the moment and afterward
Fun Scale (Type 1, Type 2, Type 3 Fun) – a three-category typology that is especially popular in outdoor and adventure sports
People Fun (Nicole Lazzaro, 2000s) – enjoyment arising in engagements with others
Easy Fun (Nicole Lazzaro, 2000s) – enjoyment associated with exploration and curiosity
Hard Fun (Nicole Lazzaro, 2000s) – enjoyment associated with challenge
Lazzaro’s Four Keys to Fun (Nicole Lazzaro, 2000s) – a four-category typology:
Dunbar’s Number (Robin Dunbar, 1990s) – a theoretical cognitive limit to the number of stable social relationships one can maintain, typically estimated to be about 150. Groups larger than this number tend to require formalized rules, hierarchies, or institutions to function effectively.
World Café (Juanita Brown, David Isaacs, 1990s) – a structured conversational process where participants move between small group tables to discuss a central topic, gradually weaving insights together
Open Space Technology (Harrison Owen, 1980s) – a format where participants self-organize around topics they care about within a larger theme, enabling emergent pattern recognition and relational weaving across diverse conversations
Indigenous Circle Practices (various nations, ancient) – Appreciating knowledge as the sense that knowledge as contextual, relational, and emerging from the whole, Circle Processes create space for dialogue rooted in relationship, story, and shared reflection.
Dialogical Organizational Development (Gervase Bushe, Rober Marshak, 2010s) – a discourse on influencingorganizational systems through emergent conversation and relational shifts
Deep Democracy (Greg Lewis, Myrna Lewis, 1990s) – an approach to collective process that focuses on surfacing hidden tensions and unheard voices within relational systems. The process invites groups into deep dialogue to surface underlying conflicts and tap into the wisdom of the minority voices.
Warm Data Lab (Nora Bateson, 2010s) – a type of facilitated process of group sense-making designed to help people explore complex, interconnected systems by focusing on relationships rather than isolated facts.
Warm Data (Nora Bateson, 2010s) – contextual information about the interrelationships within complex systems (in contrast to “cold data,” which tends to be quantitative, reductionist, and decontextualized). Warm Data aims to preserve the complexity, ambiguity, and relational nature of real-world situations.
Judger Mindset (Marilee Adams, 2000s) – a way of acting/being associated with hasty reactions, quick evaluations, unconsidered criticism, and not-necessarily-justified certainty
Learner Mindset (Marilee Adams, 2000s) – a way of acting/being associated with approaching situations with curiosity, openness, and a focus on understanding and growth
Either/Or Mindset (Wendy Smith, Marianne Lewis, 2000s) – a habit of thinking or way of being that frames the world in terms of radical divisions and conflicting choices, according to which my must just one option/side at the expence of the other
Paradox Mindset (Both/And Mindset) (Wendy Smith, Marianne Lewis, 2000s) – a habit of thinking or way of being that embraces the idea that opposing demands (like work-life balance, or innovation vs. efficiency) can not only co-exist but enhance each other
Readiness Level – the combination of prior knowledge, skills, and developmental maturity needed to succeed with a given learning task (See more under Authentic Learning.)
Instructional Level – the match between learner’s current ability and the difficulty of instructional materials/tasks, sometimes defined as the point at which material is challenging but not frustrating (See Goldilocks Task, under Flow and Zone of Proximal Development, under Socio-Cultural Theory.)
Independent Level – the point at which one can successfully complete a task without any assistance
Grade Level – a curriculum-design construct, specifying what an educational system expects one to achieve in a given grade
Frustration Level – the point at which a concept or task is experienced as incomprehensible or too difficult
Developmental Level – a broad notion that looks across physical, emotional, and cognitive maturity, along with experiential and academic background (See more under Developmental Discourses.)
Age Level – the developmental appropriateness relative to chronological age, typically defined in terms of “developmental benchmarks” associated with a particular age group
Peak–End Rule (Daniel Kahneman, Barbara Fredrickson, 1990s) – the suggestion that one typically recalls and judges an experience based on its most intense moment (“peak”) and its conclusion (“end”) – as opposed to an overall or average impressionof the entire experience
Cellular Basis of Consciousness (Stuart Hameroff, 1990s) – the hypothesis that consciousness arises at the cellular level, rather than being an emergent product of large-scale neural networks or brain-wide activity
Progressive Generation (Missionary Generation; Prophet Generation) – born early 1860s–1880, the generational cohort that played a significant role in the “Progressive Era” (1890s–1920s) in the United States. Qualities associated with the Progressive Generation include being idealistic, morally driven, reform-oriented, and activist.
Generation Gamma (Gen Gamma) – currently defined as born between 2044 and 2068, and so not yet associated with any essentialized markers
Generation Beta (Gen Beta) – currently defined as born between 2023 and 2044, and so not yet associated with any essentialized markers
Systemic Bias (Institutional Bias; Structural Bias) – ingrained tendencies or patterns within systems that create unequal outcomes, often without explicit intent to discriminate. These biases arise from historical, structural, or procedural factors that favor certain groups over others. For the most part, Systemic Bias is unconscious or implicit in policies, practices, and norms – and thus, in contrast to Systemic Discrimination, can […]
Systemic Discrimination (Institutional Discrimination; Institutional Prejudice; Structural Discrimination; Structure Prejudice; Systemic Prejudice) – discriminatory attitudes, actions, and/or structures that are embedded in social, political, corporate, educational, criminal and/or other systems. Systemic Discrimination typically (1) is based on rigid, negative assumptions about certain groups, (2) involves deliberate or institutionalized policies, beliefs, or laws that uphold discriminatory treatment, and (3) is rooted in historical oppression and power […]
Expectation Bias – when prior beliefs or expectations influence perception, interpretation, or outcomes. Expectation Bias affects judgments in research, medicine, and daily life, leading one to see what one expects rather than what is objectively true.
Placebo Effect (Henry Beecher, 1950s) – the phenomenon where one experiences real improvements in symptoms after receiving an inactive treatment, driven by belief and expectation
Nocebo Effect (Walter Kennedy, 1960s) – adverse effects caused by the mere expectation of harm – that is, the phenomenon where negative expectations or beliefs about a treatment or condition lead to harmful or unpleasant outcomes, even if the treatment itself is inert
Psychobiological Phenomenon – an interaction between psychological processes (thoughts, emotions, expectations) and biological responses (brain activity, hormones, immune function) that influence health and behavior. A Psychobiological Phenomenon can trigger real physiological changes in the body. Examples include:
Whole-Brain Child (Whole-Brain Parenting) (Daniel Siegel, Tina Payne Bryson, 2010s) – parenting advice on integrating a child’s logical (left) and emotional (right) brain, and their reactive (“downstairs”) and reasoning (“upstairs”) brain. The model is argued to promoted emotional regulation, resilience, and healthy brain development through connection, storytelling, and mindful parenting techniques.
Phlegmatic – the temperament that corresponds to phlegm: calm, patient, easygoing, and compassionate … but perhaps passive or resistant to change
Melancholic – the temperament that corresponds to black bile: thoughtful, introspective, detail-oriented, and often perfectionistic … but perhaps anxious or pessimistic
Choleric – the temperament that corresponds to yellow bile: ambitious, driven, confident, and goal-oriented … but perhaps impatient, aggressive, or domineering
Sanguine – the temperament that corresponds to blood: optimistic, sociable, energetic, talkative, and lively … but perhaps impulsive or distractable
Cobra Effect (Horst Siebert, 2000s) – unintended consequences that arise when an attempted solution to a problem actually makes the problem worse (The name originates from a historical anecdote in British colonial India, when a bounty intended to reduce the population of cobras prompted some to start cobra farms.)
Law of Unintended Consequences (Robert Merton, 1930s) – the observation that some actions, especially with/in complex systems, produce outcomes that are unintended and/or unpredictable. These consequences can be positive, negative, or paradoxical.
Bullshit Asymmetry Principle (Brandolini’s Law; BS Asymmetry Principle) (Alberto Brandolini, 2010s) – a commentary on the frustrating nature of misinformation, propaganda, and pseudoscience: “The amount of energy needed to refute bullshit is an order of magnitude larger than to produce it.”
Usability Engineering (Donal Norman, 1980s) – the design and evaluation of technology to ensure ease of use, efficiency, and user satisfaction. It involves user-centered design, usability testing, cognitive load reduction, and iterative improvements.
Cognitive Overhead (tech industry, 1990s) – the mental effort required to understand, process, and manage information while performing a task, especially in complex or unfamiliar environments
Abilene Paradox (Jerry Harvey, 1974s) – a group decision-making failure where people choose an unwanted outcome because they mistakenly believe others prefer it. It highlights poor communication and conformity. (The name is derived from an unpleasant family trip to Abilene, Texas.)
Rule of 7 (movie industry, 1930s) – based on the realization that a prospective moviegoer needed to see an advertisement at least seven times before deciding to watch a film, a notion that, within education, has evolved into advice for various sorts of repetition-heavy Practice
Goldilocks Task (Goldilocks Principle) – an activity that, following the children’s story after which it is named, is “just right” – that is, not too easy, not too difficult, but engagingly challenging for the learner. The notion is associated with many discourses, including Flow (where it is associated with the white regions in the above graphics), Affordance Theory, and the Zone of […]
Social Biome (Robert Sapolsky, 2020s) – the idea that diverse social interactions and relationships operate like a balanced ecosystem to support mental and emotional well-being
Rubberducking (Rubber Duck Debugging) – a technique of explaining an intricate process to an inanimate object, such as a rubber duck, as a means of clarifying one’s understanding and identifying errors or misconceptions without external help. (The technique was developed by programmers; hence the reference to “debugging.”)
Temptation Bundling (Katherine Milkman, 2010s) – a self-motivation strategy by which one pairs an activity that one should do (but might not enjoy) with an activity one wants to do (but feel guilty about)
Isolation Effect (Von Restorff Effect) (Hedwig von Restorff, 1930s) – the observation that an item that stands out from its surroundings (e.g., a red ball among many blue ones) is more likely to be remembered than other items
3-Day Effect (Florence Williams, 2010s) – the observation that spending at least three consecutive days in nature can significantly enhance cognitive function, creativity, and emotional well-being – by, it is suggested, resetting the brain
Effect Effect – variously defined, referring to either: (1) the manner in which simply applying the label of “effect” to an observation can give it instant legitimacy; (2) the manner in which a labeled effect can influence subsequent observations of a specific phenomenon; (3) generalized responses to the concept of “effects” in academic or popular settings
Targeted Feedback – Feedback that is specifically and constructively focused on a particular area or aspect of performance that needs improvement
Descriptive Feedback – Feedback focused on specific observations and behaviors without personal interpretations
Judgmental Feedback (Evaluative Feedback) – Feedback that is focused on the rightness or wrongness of a learner’s thoughts or actions. It is typically highly evaluative and often includes personal opinions or criticisms.
Analytics Maturity (Gartner Analytic Ascendancy Model) (Gartner, Inc., 2010s) – a four-level framework that describes how Data are transformed into useful Information. The levels are: Descriptive Analytics (basic reporting); Diagnostic Analytics (analyses of root causes and correlations); Predictive Analytics (forecasting); Prescriptive Analytics (optimization).
S-Curve (S-Shaped Curve) – as reflected in the shape of the middle Learning Curve, above, a generalized pattern that has been observed across systems and other phenomena that learn/evolve – typically following a staged trajectory that begins with much effort but little progress, followed by a phrase of rapid gains/transformations, and culminating in a phase of marginal gains
Destiny Instinct (Hans Rosling, 2010s) – the belief that people, cultures, or countries have fixed characteristics that determine their future, leading to assumptions that things will always stay the same. Within education, the notion has been used to analyze educators’ and policymakers’ attitudes toward student potential, cultural adaptability, and systemic change.
Conway’s Law (Melvin Conway, 1960s) – the assertion that systems designed within and by an organization are likely to mirror the organization’s communication structure. Within education, the notion has been used to analyze how institutional structures and communication patterns shape curriculum design, learning technologies, and pedagogical approaches.
Realpolitik (Ludwig van Rochau, 1850s) – a pragmatic, results-driven approach to influencing others and making decisions that prioritizes practical considerations over ideology or morality. Realpolitik often involves strategic maneuvering, compromise, and power dynamics to achieve objectives.
Bad Science – an informal but common term used to describe flawed, misleading, or unethical scientific practices across academic, journalistic, and public discourse. Bad Science can refer to a range of issues – including, for example poor methodology, misinterpretation of data, bias or conflicts of interest, and/or fraud or misconduct.
Seeking the Wrong Goal – a System Archetype highlighting how misaligned metrics can lead to dysfunctional behavior and system degradation
Rule Beating – a System Archetype that points to problems that can arise with agents exploit loopholes in rules (i.e., “game the system”) rather than addressing underlying problems
Compensating Feedback (Policy Resistance) – the tendency of some systems to push back against and/or nullify change (i.e., restore previous conditions) as its already-established dynamics assert themselves
Boiled Frog Syndrome – a System Archetype reflecting the observation that gradual change often goes unnoticed until it’s too late. That is, incremental degradation of conditions can pass unnoticed until the system reaches a crisis point.
Metadisciplinarity (various, 2020s) – an attitude toward disciplinary diversity and integration that emphasizes dialogue across and reflection within domains and across collaborations.
Free Learning – a term routinely encountered across discourses on learning associated with Authentic Education, Most generally, Free Learning refers to self-directed, unstructured, or non-coercive learning attitudes and activities .
Intelligent Failure – lapses that occur when experimenting in new, uncertain domains where outcomes are unknown. These failures are valuable for learning if they are well-designed and controlled.
Complex Failure – lapses that arise in settings with many interacting components, often from a confluence of small, interrelated issues
Preventable Failure – lapses that could be avoided because they occur in predictable, well-understood processes. These failures result from human error, lack of attention, or procedural noncompliance.
Sage Archetype – wise and thoughtful; seeks truth but overthinks
Ruler Archetype – confident and authoritative; creates order but fears chaos
Rebel Archetype – bold and independent; challenges norms but can be reckless
Magician Archetype – charismatic and transformative; shapes reality but rises unintended consequences
Jester Archetype – playful and witty; spreads joy but avoids seriousness
Lover Archetype – passionate and devoted; craves connection but fears loneliness
Innocent Archetype – optimistic and pure; seeks happiness but fears doing wrong
Hero Archetype – brave and determined; strives for greatness but fears failure
Explorer Archetype – adventurous and curious; seeks freedom but fears confinement
Everyman Archetype – relatable and loyal; craves belonging but fears rejection
Creator Archetype – visionary and expressive; builds meaning but fears mediocrity
Caregiver Archetype – compassionate and nurturing; helps others but neglects self-care
Questions about Questions (Metaquestions) – questions designed to invite reflection on the questions themselves
Socratic Questions (Socrates, 400s BCE) – an aspect of the Socratic Method, questions aimed to facilitate critical thinking and in-depth understanding
Transformational Model of Social Activity (TMSA) (Roy Bhaskar, 1970s) – a perspective on the dynamic interaction between human agency and social structures. TMSA asserts that society shapes individuals, but individuals simultaneously reproduce or transform societal structures through their actions over time.
Transitive Dimension – within Critical Realism, theories, models, concepts, and methods that humans create to understand the Intransitive Dimension. This dimension is shaped by social, historical, and cultural contexts and is constantly evolving. It comprises: The Actual – the events and phenomena that occur when the mechanisms in the Intransitive Dimension are activated. These events may or may not be observed, but they objectively […]
Intransitive Dimension – within Critical Realism, real, mind-independent objects, structures, and mechanisms that exist regardless of whether humans perceive or understand them, including natural laws, causal powers, and phenomena (e.g., gravity).
Secondary Qualities – within Critical Realism, observer sensations, subjectively determined qualities
Primary Qualities – with Critical Realism, observer-independent, objectively measurable qualities
Sustainism (Michiel Schwarz, Joost Elffers, 2010s) – a cultural paradigm that emphasizes sustainability, connectivity, localism, and open exchange, positioning it as a successor to Modernism (see Premodern Formal Education) and Postmodernism (see Epistemology)
Climate Change Education (various, 2010s) – a comprehensive, multidisciplinary approach aimed at equipping learners with the knowledge, skills, and values necessary to understand and address the complexities of climate change. Topics include scientific literacy along with social, economic, and ethical dimensions of climate issues.
General Complexity (Edgar Morin, 2000s) – an attitude toward complexity that acknowledges the inherent unpredictability and interconnectedness of systems, emphasizing the limitations of reductionist approaches. Its focus is on emergent properties and dynamic interactions within systems, accepting that not all aspects can be fully understood or predicted.
Restricted Complexity (Edgar Morin, 2000s) – an attitude toward complexity aligned with classical (reductionist) science, focused on identifying underlying laws and structures of systems and using mathematical modeling to predict their behaviors
Sustainability Well-Being (various, 1990s) – an integrated approach where enhancing individual Well-Beingaligns with improving the Well-Being of society and the natural environment. This concept emphasizes that personal health and happiness are interconnected with social equity and ecological sustainability.
Capability Approach (Amartya Sen, 1980s) – a Well-Being discourse focused on “capabilities” – that is, the functionings and agency that afford real freedom to live a meaningful life – rather than resources or outcomes
Learnification (Gert Biesta, 2000s) – a term to critique the increasing focus on “learning” and “learners” in educational discourse, which is argued to overshadow critical matters of teaching and culture, along with specifics on content, context, and the purpose of education
Self-Transcendence (Abraham Maslow, 1960s) – the desire to move beyond the self by seeking meaning, purpose, and connection with something greater – whether through altruism, spirituality, or service to others
Impact Theory – any framework or model that analyzes how actions, interventions, or phenomena influence individuals, organizations, or systems. Impact Theories appear in psychology, education, social sciences, and business.
Bloom’s Taxonomy of Questions (inappropriately attributed to Benjamin Bloom, 1960s) – a framework of question types based on Bloom’s Taxonomy (of Educational Objectives) that was created by multiple educators in efforts to actualize the model. For instance, Bloom’s “Remember” level was translated into simple recall questions, whereas his “Create” level came to be associated with queries that required synthesis and novel thought.
Dragon Dreaming (John Croft, 1980s) – a framework designed to foster personal growth, community building, and ecological consciousness. Its four-step process (Dreaming, Planning, Doing, Celebrating) draws on Complex Systems Research, Deep Ecology, and Indigenous Australian wisdom.
Pattern System (Periodic Table for Psychology) (Jay Earley, 2010s) – a psychological framework that maps behavioral patterns into 10 elemental dimensions of personality (i.e., intimacy, conflict, self-esteem, accomplishment, interpersonal boundaries, power, pleasure, spirituality, cognitive style, emotional regulation) – each of which encompasses both healthy capacities and potential dysfunctional patterns. The framework is intended to help individuals and therapists understand and transform maladaptive […]
Propaganda – information designed to manipulate opinion, often politically motivated
Fabricated Content – completely false information made up to deceive
Imposter Content – fake sources or impersonating trusted entities
Manipulated Content – genuine content altered (e.g. photoshopped or deepfaked) to mislead
Satire (Parody) – content meant as humor but sometimes mistaken for truth
False Context – true information presented in a misleading way (e.g., an old photo used to misrepresent a current event)
False Connection – headlines, images, or captions that don’t match the content but are shared without intent to deceive
Intentional Learner (1970s) – associated with Metacognition, a term to describe one who actively and deliberately takes responsibility for their own learning process, continuously seeking knowledge, reflecting on experiences, and applying new insights to personal and professional growth
Counseling – relative to Psychotherapy, a (usually) shorter-term engagement that focuses on specific issues or life challenges, such as stress, grief, or relationship problems. Counseling tends to be more solution-oriented and practical.
Desire Paradox – the observation that that the more one desires something, the less likely one is to achieve true fulfillment … even if that desire is met
Growth Paradox – variously interpreted – e.g., (1) the suggestion that growth often involves discomfort and struggle, yet these challenges are essential for personal development, or (2) the idea that growth can occur both suddenly and gradually, with unpredictable patterns
Failure Paradox – the observation that failure leads to success by offering valuable lessons, fostering growth, resilience, and innovation
Mind Mirror (C. Maxwell Cade, Geoff Blundell, 1970s) –a Neurofeedback device designed to monitor and train brainwave activity using EEG technology. It was originally used to study meditation, consciousness, and peak performance by analyzing the brain states of yogis, healers, and artists.
Sticky Teaching (Chip Heath, Dan Heath, 2000s) – instructional approach rooted in Cognitive Science and Psychology that are intended to make learning engaging and impactful. Emphases include use of storytelling, ensuring real-world relevance, and incorporating multisensory learning.
Psychoevolutionary Theory (Robert Plutchik, 1980s) – a perspective on how human emotions and behaviors have evolved as adaptive responses to environmental challenges. The theory suggests that emotions serve survival and reproductive functions by guiding decision-making, social interactions, and treat responses.
Constructivist Therapy (George Kelly, 1950s) – a therapeutic approach that focuses on how individuals construct meaning and make sense of their experiences, and so therapy aims at helping them reframe and reconstruct their perceptions and understanding of reality
Solution-Focused Brief Therapy (Steve de Shazer, Insoo Kim Berg, 1980s) – a short-term, goal-oriented therapeutic approach that emphasizes finding solutions rather than focusing on problems, encouraging clients to identify strengths and resources to create positive change quickly
Strategic Family Therapy (Jay Haley, 1950s) – a therapeutic approach that focuses on changing specific behaviors within the family by using direct interventions, directives, and problem-solving strategies to alter dysfunctional patterns and achieve desired outcomes
Structural Family Therapy (Salvador Minuchin, 1960s) – a therapeutic approach developed that focuses on restructuring family interactions by identifying and modifying dysfunctional family structures, hierarchies, and boundaries to promote healthier relationships
Person-Centered Therapy (Carl Rogers, 1940s) – a humanistic approach emphasizing empathy, unconditional positive regard, and genuineness to help clients achieve self-actualization and personal growth in a nonjudgmental, supportive environment
Choice Paradox (Paradox of Choice) – the more choices one has, the less likely one ise to be content with one’s decision
Ungrading – a de-emphasis on traditional grading systems in favor of more holistic, student-centered assessments. Ungrading challenges the conventional use of grades as motivators and instead focuses on learning, feedback, and self-reflection.
Apathetic Agnosticism (Pragmatic Agnosticism) — the belief that the existence of a deity is both unknown and irrelevant
Apatheism (Practical Atheism; Pragmatic Atheism) – a portmanteau of apathy and atheism, naming the belief that the existence or nonexistence of deities is irrelevant and unimportant to one’s life
Circle of Escape – a region that is sometimes inserted within the Circle of Concern (and around the Circle of Influence),representing factors one cannot control or influence, but that can be avoided or evaded by moving to a different context
Nescience (1600s) – a state of not knowing, particularly when the unknown is beyond current understanding or unknowable. It is distinct from Ignorance because Ignorance often implies a lack of knowledge that could potentially be acquired, whereas Nescience suggests something is inherently unknowable or outside of human comprehension.
Five Orders of Ignorance (Phillip Armour, 2000s) – a framework for distinguishing among levels of ignorance in the contexts of software development, knowledge management, and learning strategies. The levels are: Zero Order Ignorance (0OI; Lack of Ignorance) – You know something and can apply that knowledge (Known Knowns). First Order Ignorance (1OI; Lack of Knowledge) – You don’t know something, but you know […]
First 20 Hours (20-Hour Rule) (Josh Kaufman) – the suggestion that you one learn a new skill to a functional level in just 20 hours of focused, Deliberate Practice. Four aspects are emphasized: (1) Deconstruct the skill. (2) Learn enough to self-correct. (3) Remove distractions. (4) Practice for at least 20 hours.
Taboo Knowledge (Matthias Gross, 2000s) – details that are ignored for cultural or moral reasons
Non-Knowledge (Matthias Gross, 2000s) – deliberate or accepted ignorance, sometimes due to social or institutional reasons. Examples include: Denials – details too painful to allow into conscious awareness Unknown Knowns – details we do know but that are not part of conscious awareness
Ignorance Map (University of Arizona Health Sciences, 2010s) – a conceptual framework that categorizes different types of ignorance in scientific and societal contexts, intended to help researchers and policymakers understand how ignorance is structured and how it can be used productively in decision-making and knowledge production. Several variations are in circulation, with the most common categories comprising: Known Unknowns – details we […]
Intrapersonal (L.S. Vygotsky, 1930) – the internalized cognitive functions that develop from social interactions, allowing individuals to think and solve problems independently
Interpersonal (L.S. Vygotsky, 1930) – social interactions where learning occurs through communication and collaboration with others, particularly within the Zone of Proximal Development (see below)
Genetic Analysis (L.S. Vygotsky, 1930s) – the study of psychological functions by examining their historical and developmental origins. (The word “genetic” here is not used in the biological sense, but in relation to the genesis or origins of cognitive processes.)
Hallucination – a sensory perception (sight, sound, touch, etc.) without an external stimulus, often due to mental illness, drug, or neurological condition
Illusion – a misinterpretation of real sensory perception, often due to perspective, lighting, or context
Dogma – a rigid set of beliefs accepted unquestioningly, usually tied to religion, ideology, or authority. Unlike a Delusion, Dogma is socially reinforced.
Delusion – a strongly held false belief resistant to contrary evidence, typically linked to mental disorders like schizophrenia
Confabulation – a false memory that one genuinely believes to be true, although not created with intent to deceive. A Confabulation may be due to brain damage or cognitive impairment.
Source of Conviction – an underlying reason, evidence, or experience that gives one strong confidence in a belief, memory, or perception. Within formal education, the hope is that learners’ Sources of Conviction will include, for example, their immediate experiences and the authority of experts. H
Peter Principle (Laurence Peter, 1960s) – the suggestion/observation that, in hierarchical organizations, members tend to rise to their level of incompetence. That is, people are often promoted based on their success in their current roles, rather than their ability to perform the responsibilities of the new role – and so, eventually, they reach a position where they are no longer competent.
Inoculation Theory (William McGuire, 1960s) – a perspective on how people can be preemptively “immunized” against persuasion or misinformation by being exposed to weakened versions of counterarguments before encountering full-fledged attempts to change their beliefs
Red Pill and Blue Pill (popularized by The Matrix, 1990s) – a metaphor that represents a choice between accepting and uncomfortable truth or remaining in comfortable ignorance
Agnotology (Agnatology) (Rober Proctor, 1990s) – the study of cultural ignorance or the deliberate creation and spread of ignorance, often by powerful groups or institutions, to shape public perception, policy, or behavior
Pseudoskepticism (Henri-Frédéric Amiel, 1860s) – the practice of claiming to be skeptical or critical of certain ideas or claims, but actually using flawed reasoning or illogical arguments to dismiss them without genuinely engaging with the evidence
Moving Goalposts – shifting the criteria for acceptable evidence so that no amount of proof is ever sufficient to meet the adjusted standard
Impossible Expectations – imposing unrealistic or unattainable standards of evidence before accepting a scientific conclusion
Magnified Minority – a small group of experts who dissent from the mainstream scientific consensus. These experts are often given disproportionate attention or elevated as representing a credible opposition, even though their views do not reflect the majority of experts.
Fake Debate – the illusion of a robust debate where there is actually very little disagreement within the scientific community. It is typically accomplished by pitting a small (and often unqualified) group of dissenting voices against the vast majority of experts.
Bulk Fake Experts – gathering a large number of people who, although presented as experts, are often not qualified or their qualifications are irrelevant to the specific issue at hand
Fake Experts – persons who are presented as having authority or expertise on a particular subject, but whose qualifications, knowledge, or experience do not genuinely support their claims
Something Must Be Wrong – the assumption that, if something is difficult to understand or appears complicated, it must be a deliberate attempt to conceal the truth
Re-Interpreting Randomness (Attributing Causality to Coincidence) – interpreting random events or coincidences as evidence of a coordinated conspiracy, often leading to improbable conclusions based on very little or no evidence
Persecuted Victim – portraying the individual or group promoting the conspiracy as a victim of widespread persecution or suppression, often to garner sympathy and justify their beliefs
Overriding Suspicion – the application of deep, pervasive mistrust to any information that contradicts the conspiracy, regardless of its credibility, often leading to constant doubt
Nefarious Intent – the attribution of malicious, often secretive, motives to individuals or groups, suggesting they are intentionally deceiving or harming others for personal gain
Immune to Evidence – rejecting any evidence that contradicts the conspiracy theory, even when presented with strong, peer-reviewed data
Contradictory – presenting conflicting or inconsistent claims, often to make it seem like there’s a hidden truth being covered up, even though the contradictions undermine the credibility of the theory itself
Conspiracy Theory – a belief or explanation that suggests events or situations are the result of a secret, often sinister, plot by a group of people or organizations, rather than being caused by more plausible, observable, or rational factors. These theories often rely on the idea that the truth is being hidden from the public and that the official accounts of events […]
Slothful Induction – the failure to make a reasonable inference or to draw a defensible conclusion, despite having sufficient and clear supporting evidence
Quote Mining – the practice of selectively excerpting a statement or quotation from a larger context in order to misrepresent or distort its original meaning
Anecdote – a personal story or individual experience that is used as evidence to support a claim or argument, even though such individual cases do not provide reliable or representative data
Cherry Picking – highlighting specific pieces of data that support a desired conclusion while ignoring contradictory evidence
Science Denialism (Denialism) – the rejection or distortion of well-established scientific facts, theories, or findings, often despite overwhelming evidence supporting them. Science Denialism involves the deliberate dismissal or misrepresentation of scientific knowledge, often driven by ideological, political, economic, or personal interests rather than evidence or reasoned argument. Types and techniques include:
“Drinking the Kool-Aid” (prompted by the Jonestown Massacre, 1970s) – an idiom that means blindly or unquestioningly accepting a belief, idea, or ideology, often to one’s own detriment. It implies extreme devotion or obedience, typically in the context of groupthink, cult-like behavior, or manipulation.
Seven Levels of Consciousness (Barrett’s Levels of Consciousness) (Richard Barrett, 1990s) –a model that extends Maslow’s Hierarchy of Needs into personal and organizational development. It is intended to help individuals and organizations evolve from fear-based motivations (lower levels) to purpose-driven, high-consciousness living (higher levels). The levels are: 1. Survival Consciousness (basic needs, security, safety); 2. Relationship Consciousness(belonging, love, interpersonal connections); 3. Self-Esteem […]
Inner Critic (Hall Stone, Sidra Stone, 1980s) – a harsh, judgmental inner voice that enforces perfectionism, self-doubt, and fear of failure. The Inner Critic develops from internalized societal and parental expectations.
Inner Coach (Hall Stone, Sidra Stone, 1980s) – a supportive inner voice that fosters self-encouragement, self-compassions, confidence, and constructive personal growth by guiding without harsh judgment
Voice Dialogue (Hall Stone, Sidra Stone, 1980s) – a therapeutic method that helps individuals recognize, engage, and balance different internal “voices” or sub-personalities to achieve greater self-awareness and emotional integration.
STARS Knowledge Life Cycle (Han van Loon, 2000s) – a model of the transformation of Data into Information, and then into Knowledge through a cycle of “Store, Transform, Analyze, Refine, and Share” – essentially capturing, organizing, analyzing, and sharing Knowledge within an organization or team, with each stage building upon the previous one to create valuable insights and learning.
4-H Life Skills (originated by A.B. Graham in the early 1900s; formally developed into a model in the 1980s) – a model developed to help young people build competencies for personal and professional success, based on the “four H’s”: Head (thinking and managing), Heart (relating and caring), Hands (giving and working), and Health (living and being)
Sleepmaxxing (2020s) – practices designed to optimize the quantity and quality of sleep to improve well-being and performance
Barbell Strategy (Barbell Method) (Nassim Taleb, 2010s) – a strategy for learning and inquiry that involves focusing on mastering fundamental knowledge while also exploring high-risk, speculative areas. The Barbell Method avoids the middle ground, encouraging a balance of stability and bold experimentation to thrive in uncertain, volatile environments.
Regret Minimization (Nassim Taleb, 2010s) – making choices that minimize the potential for future regret by focusing on long-term outcomes and reducing the risks of missed opportunities or poor decisions
7 Levels of System Intervention (Daniel Kim, 1990s) – a framework comparing different ways to intervene in a system to produce desired changes or improvements. Seven leverage points are ranked, ranging from superficial changes to deep structural shifts: Events; Patterns of Behavior: Systemic Structures; Mental Models; Shared Vision; Team Learning; Personal Mastery.
Seek, Sense, and Share Framework (Personal Knowledge Mastery) (Harold Jarche, 2011) – a support intended to help individuals manage knowledge by continuously seeking information, making sense of it through reflection and connections, and sharing insights to enhance collective learning and collaboration in a networked world
Convex Tinkering (Nassim Taleb, 2010s) – a method of scientific inquiry involving low-risk, high-reward experimentation. By leveraging uncertainty to maximize upside while minimizing downside, Convex Tinkering is asserted to outperform directed research.
Influence from Mere Association – the Tendency to judge or perceive a phenomenon on the basis of its association with another phenomenon, even if that association is superficial or accidental
Lollapalooza Effect (Charli Munger, 2010s) – the amplified effect of Cognitive Bias when multiple biases layer and interact
Availability Bias (Availability Heuristic; Availability Misweighing) – a mental shortcut that leads people to overvalue information that is easily recalled
Authority Bias (Authority Misinfluence) – a Cognitive Bias that leads people to follow the orders of authority figures, even when those orders contradict their own beliefs
Twaddle Tendency (Charlie Munger, 1990s) – a tendency of individuals to spend excessive time on trivial or unproductive activities (e.g., meaningless conversations or mindlessly browsing social media)
Optimism Tendency (Optimism Bias; Over-Optimism Tendency) – the Tendency to overestimate the likelihood of positive events and underestimate the likelihood of negative events
Stress-Influence Tendency – the Tendency to overreact when under a lot of stress
Reason-Respecting Tendency – a Tendency to value reason and evidence in decision making, often leading one to act on incorrect reasons or suspect evidence
Kantian Fairness Tendency – the Tendency to expect any formal process to be fair, arising from the belief that people have an inherent sense of right and wrong, and thus
Inconsistency Avoidance – the tendency to avoid changing habits to avoid having to confront inconsistencies among beliefs, values, or ideals (See Cognitive Dissonance Theory.)
Excessive Self-Regard – the Tendency to overestimate one’s abilities, especially when there’s little experience or knowledge about the subject. Of associated with the Dunning–Kruger Effect (see above). It can lead to overconfidence, narcissism, and an inability to admit mistakes.
Deprival-Superreaction Tendency (Deprival Superreaction) – the Tendency toward intense reaction to losing something or the threat of losing something
Contrast-Misreaction Tendency – the Tendency to focus on differences or changes in phenomena, rather than their absolute magnitudes, thus leading to missed trends and poor decisions
Tendencies (Behavioral Tendencies; Psychological Tendencies) – general inclinations toward specific behaviors or thought processes. Tendencies may or may not be rooted in Cognitive Biases. .
Technium (Kevin Kelly, 2010s) – the system of technologies and technological evolution as a whole, including all tools, machines, and systems created by humans. It is characterized as an emerging, self-organizing entity that behaves much like a living organism.
1,000× (Pranay Prakash, 2010s) – a set of strategies exaggeratedly purported to speed learning 1,000-fold. Suggestions include finding optimal resources, applying knowledge immediately, and understanding complementary skills.
Tiny Habits (B.J. Fogg, 2020s) – small, easy-to-do actions can lead to significant, lasting behavioral changes over time. Instead of trying to make large, overwhelming changes, the method focuses on starting with tiny, simple habits that can be easily integrated into daily life.
Eisenhower Matrix (Eisenhower Decision Matrix; Urgent-Important Matrix) (inspired by Dwight D. Eisenhower, developed in the 1980s) – a time management tool that helps prioritize tasks based on their urgency and importance. Four quadrants are proposed: Urgent and Important; Not Urgent but Important; Urgent but Not Important; Not Urgent and Not Important.
Wisdom of Crowds (James Surowiecki, 2000s) – the idea that large groups of people collectively make better decisions or predictions than individuals, even experts. It relies on the diversity of opinions, decentralized knowledge, and the averaging effect of many independent inputs, leading to more accurate outcomes.
Gear 3 – a stage of high engagement, maximum effort, and – often – excessive activation. Gear 3 is associated with high physical and/or cognitive demands, and it may be experienced as debilitating in some instances.
Gear 2 – a stage of moderate engagement and active focus associated with optimum performance in challenges settings. In Gear 2, effort and attention are heightened enabling one to take on tasks that require more active problem-solving, creativity, or energy without feeling overwhelmed. (Gear 2 has been associated with the Flow State.)
Gear 1 – a stage of low arousal and minimal focus associated with warm-up or recovery. Gear 1 involves gaining awareness of the task or situation, building momentum through simple or habitual actions.
Performance Theory – a variously defined phrase that, among other meanings, has been used to refer to the influence of sociocultural norms on individual identities/behaviors, assessment strategies that focus on demonstrable skills in real-world settings, the use of role play and other performances to enhance competence, and the diverse roles assumed by participants in social engagements. The list goes on, but the […]
Mindful Somatics – practices or strategies that blend Mindfulness and somatic (body-based) awareness, aimed at enhancing well-being, self-regulation, and connection between the mind and body, often to support healing, reduce stress, and/or improve emotional resilience
Connected Learning (Mimi Ito, 2010s) – an educational attitude that emphasizes learning as a socially connected, interest-driven, and academically oriented process. Founded on the principle that learning is most effective when it connects personal passions and interests with educational goals and career aspirations within a supportive community or network, Connected Learning aims to combine the learner’s personal interests, supportive relationships, and meaningful […]
Taxonomy of Creative Thinking (Todd Metrokin, 2020s) – a three-level, team-oriented model of increasingly complex creative thinking processes that draws from a range of learning discourses, including Bloom’s Taxonomy and Design Thinking. Its levels are: Adaptive (using existing skills to solve defined problems), Explorative (seeking/developing new knowledge to solve multi-disciplinary problems), Originative (connecting disparate information and sensibilities to invent solutions to as-yet […]
Taxonomy of Creative Design (Peter Nilsson, 2010s) – a five-level ranking of creative works, organized according to increasing novelty. The levels are: Imitation, Variation, Combination, Transformation, Original Creation.
Williams’ Taxonomy [of Creative Thinking Skills] (Frank Williams, 1960s) – a ranked list comprising two sets of four skills, which is intended to support work in gifted education settings. The sets (and skills) are: Cognitive Set (Fluency, Flexibility, Originality, Elaboration); Affective Set (Risk-Taking, Complexity, Curiosity, Imagination).
Knowledge Spectrum (Anthony Debons, Ester Horne, Scott Cronenweth, 1980s) – a model that categorizes the progression of information processing, emphasizing the increasing complexity and utility of each stage in decision-making and learning. Two segments are distinguished: Data Driven Segment (i.e., the use of symbols and rules to transform events into Data); Cognitive Driven Segment (i.e., moving into Information, to Knowledge, and to […]
KID Model (Knowledge–Information–Data Model) (Ian Brodie, Lyn Brodie, 2000s) – a model that foregrounds Information, which is located on a base Data and which subsumes Knowledge as a special subtype
DIKUW Model (Russell Ackoff, 1980s) – a reconfiguring of the DIKW Pyramid with two major elaborations: (1) the incorporation of a time frame, in which Data, Information, and Knowledge are associated with the past and Wisdom with the future; and (2) the addition of “Understanding,” which is inserted between Knowledge and Wisdom and associated with the immediate present (i.e., neither past nor […]
Systems Thinking Iceberg (Karla Pearson, Dennis Meadows, 1990s) – a four-level framework used to analyze complex systems by visualizing them as an iceberg – i.e., emphasizing that much of the structure will not be immediately available to perception (i.e., lies beneath the surface). The levels are: Events (at the tip of the iceberg, visible occurrences that prompt one to react); Patterns/Trends (just […]
Instrumental Parentification (Ivan Boszormenyi-Nagy, 1960s) – assigning a child tasks and responsibilities that are not age-appropriate
Emotional Parentification (Ivan Boszormenyi-Nagy, 1960s) – expecting a child to deal with issues that likely exceed their emotional maturity and/or a reversal of the roles of parent and child
Deep Work (Cal Newport, 2010s) – focused, distraction-free work that pushes thinking abilities to their limit, producing valuable results efficiently. Deep Work contrasts with shallow, fragmented tasks and is essential for mastering complex skills and achieving high productivity in a world full of constant distractions
Deep Concentration (Focused Attention; State of Flow) — the mental state associated with being fully immersed in, focused on, and absorbed by a particular activity
More Knowledgeable Other (Lev Vygotsky, 1930s) – a person (or source) who has a higher level of knowledge or expertise in a particular area and can provide guidance, support, or assistance to someone who is still in the process of learning
Ignorance Matrix (David Kerwin, 1990s) – a framework for categorizing different types of knowledge gaps, helping people understand the nature of ignorance and how it impacts learning, research, and problem-solving. For categories are posited.
Pomodoro Technique (Francesco Cirillo, 1980s) – a time-management technique that is often represented as a type of Distributed Practice. Named after the Italian word for a type of timer, it involves sets of four strictly timed 25-minute stretches of focused work with 5-minute breaks.
Feynman Technique (accelerated Mastery) (Richard Feynman, 1960s) – based the conviction that true understanding comes from being able to express a concept simply, a process of paying particular attention to stumbles and gaps when attempting (or pretending) to teach a topic
Snowplow Parenting (2020s) – a parenting style involving active removal of obstacles or challenges from their children’s lives to ensure they experience minimal discomfort, difficulty, or failure
Lighthouse Parenting (Kenneth Ginsburg, 2010s) – a “balanced” approach to parenting, involving both supportive guidance and measured independence – that is, in terms of the lighthouse metaphor, both reliable illumination of possible paths and freedom to self-navigate
Pure Applied Research – scientific research concerned with relevance for immediate use but unconcerned with the search for fundamental understanding
Use-Inspired Basic Research – scientific research concerned with both the search for fundamental understanding and relevance for immediate use
Pure Basic Research – scientific research concerned with the search for fundamental understanding but unconcerned with relevance for immediate use
Pasteur’s Quadrant (Donald Stokes, 1990s) – a matrix used to classify scientific inquiries, produced by placing “search for fundamental understanding” on the vertical axis and “relevance for immediate use” on the horizontal axis. Three distinct classes of research are identified.
Circle the Questions – a strategy where students identify key questions on a worksheet or survey that they find confusing or cannot answer. Based on the results, the teacher designs follow-up activities to target the identified knowledge and comprehension issues.
Misconception Check – instructional strategies involving the presentation of common misconceptions. Students confirm or refute them, promoting critical thinking and deeper conceptual understanding.
Exit Slips (Exit Tickets) – written reflections completed by students at the end of a lesson to assess their understanding, gather feedback, or encourage critical thinking. Teachers use them to gauge learning, identify misconceptions, and guide future instruction.
Buzz Session – a teaching strategy involving breaking into small groups for brief, focused discussions on a specific topic or question. Findings or conclusions are typically presented to the larger group for further discussion or synthesis.
Musk Illusion (Markus Meister, Joey Zieng, 2020s) – the tendency to overestimate the pace of one’s conscious thought, which unfolds at about 10 bits/second – that is, at about the same speed as speech or writing
Post-Anthropocentrism (late-1900s) – a philosophical and ethical framework that challenges the idea of human superiority and centrality in the world. Post-Anthropocentrism emphasizes the interconnectedness of all living beings and non-living entities, advocating for a more inclusive, non-human-centric perspective on knowledge, ethics, and environmental responsibility.
Hypnotherapy (Franz Mesmer, late-1700s) – a therapeutic technique that uses guided relaxation, intense concentration, and focused attention to achieve a heightened state of awareness (hypnosis), helping individuals overcome psychological challenges, change habits, or manage pain by accessing the subconscious mind.
Universalist Epistemology – a belief that certain methods, standards, and/or criteria for knowledge and knowing are consistent and valid across all contexts, cultures, and persons. Universalist Epistemologies are especially prominent in western science, mathematics, and ethics.
Ethnolinguistics (Anthropological Linguistics) – the interdisciplinary study of how language reflects, shapes, and carries cultural practices, beliefs, values, and social structures
Meta-Perception (Daryl Bem, 1970s) – one’s ability to perceive how others perceive one’s traits and behaviors
Jahari Window (Joseph Luft, Harrington Ingham, 1950s) – a psychological tool used to enhance self-awareness and interpersonal relationships by categorizi g knowledge about oneself into four quadrants: Open, Hidden, Blind, Unknown
Mentology (early 1800s) – the study or science of the mind, derived from the Latin root mens “mind” and the Greek suffix –logy “study of”
Dopamine Addiction (Dopamine Dependency; Dopaminergic Addiction; Neurochemical Addiction) – a behavioral pattern where a person becomes overly reliant on activities or substances that trigger excessive Dopamine release in the brain
Mandela Effect (Fiona Broome, 2000s) – a phenomenon where a large group of people remember an event, fact, or detail differently than how it is recorded or verified. It’s named after Nelson Mandela because many people falsely remembered him dying in prison during the 1980s.
Treat Brain (Imogen West-Knights, 2020s) – a state of mind characterized by impulsive behaviors to seek immediate gratification, such as making quick purchases. This behavior is linked to the brain’s pursuit of Dopamine.
Addictive Learning (2010s) – a positive term referring to learning experiences that are engaging, rewarding, and immersive – that is, highly motivating and enjoyable. The notion often associated with Intrinsic Motivation Discourses and Neuro-Focused Discourses (especially with Dopamine release).
Psychosynthesis (Roberto Assagioli, 1910s) – a Psychotherapeutic approach that focuses on integrating various aspects of the self (subpersonalities) and connecting with a transcendent aspect of one’s identity (Higher Self) to foster personal growth and self-actualization
Digestive System – a series of organs that break down food and liquids into nutrients that the body uses for energy, growth, and repair. Poor digestive function has been associated with an array of learning difficulties.
Immune System – a complex network of cells, tissues, organs, and proteins that rotects the body from infection and disease. A balanced immune response is seen to be crucial for effective cognitive function.
Cortisol – a Hormone that helps manage stress by increasing blook sugar and suppressing inflammation
Hormone – a chemical messenger released into the bloodstream by endocrine glands. Hormones affect a wide range of physiological processes. In general, Hormones travel further distances, have a broader range of target cells, and act over longer periods of time than most Neurotransmitters, although there are some substances that function as both Hormones and Neurotransmitters (e.g., Dopamine, Epinephrine, Norepinephrine, , and Oxytocin).
Endocrine System – a network of glands and organs that regulate many bodily functions (including growth and development, energy level, and stress response) through the production and distribution of Hormones. While not part of the Nervous System, their overlap includes the pituitary gland and the hypothalamus.
Toxic Stress – prolonged and overwhelming state of Stress due to repeated exposure to severe or traumatic experiences, which can negatively impact physical and mental health/development
Brain Rot (1980s) – originally coined to label the adverse effects of excessive television consumption, a term often used to describe a state of mental dullness or decline associated with overconsumption of mindless online content
Intergenerational Bias (Generational Bias) – a pejorative term that refers to a mode of thinking that involves judging, acting, deciding, and making rules based on what one believes about different generations
Instrumental Approach (Instrumentation; Instrumentalization) – the viewing of cognitive processes and mental states as tools or instruments for achieving practical goals, rather than focusing solely on their intrinsic nature or metaphysical status. This perspective emphasizes the utility and functionality of cognitive systems in explaining and predicting behavior.
Ventral Vagal Complex (Social Vagal System) – part of the Vagus Nerve’s circuitry, playing a central role in regulating social behavior, emotional engagement, and calming physiological states
Dorsal Vagal Complex (Primitive Vagal System) – a structure in the Medulla Oblongata that contributes to the function of the Vagus Nerve, playing a critical role in regulating autonomic functions such as heart rate, digestion, and respiratory processes
Vagus Nerve – the primary conduit for the Parasympathetic Nervous System
Incremental Rehearsal (IR; Paired Incremental Rehearsal) (Emmett Albert Betts, 1950s) – a teaching strategy that involves a gradual introduction of new material alongside frequent review of previously learned items, leveraging repetition and the familiarity of known information to enhance retention
Stress-is-Debilitating Mindset (Alia Crum, 2010s) – experiencing stress as harmful to health, performance, and well-being, typically associated with avoiding stressful situations and feeling overwhelmed
Stress-is-Enhancing Mindset (Alia Crum, 2010s) – experiencing stress as an opportunity for growth, learning, and improved performance, typically associated with embracing challenges and using stress to fuel growth
Stress Mindset Theory (Alia Crum, 2010s) – a framework that explores how individuals’ beliefs about stress influence their physical, emotional, and behavioral responses to it. Two mindsets about stress are posited:
Emotion Regulation (Regulation of Emotion) (Ross Thompson, 1990s) – the internal and external processes associated with noticing, monitoring, evaluating, and responding to one’s emotional reactions – in a manner that supports the pursuit of one’s goals
Anxious Generation (Jonathan Haidt, 2010s) – a remaining of Generation Z, emphasizing the emotional consequences of the toxic combination of having been overprotected in the real world and underprotected in the virtual world
Neuroscientific Tripartite Models (1900s) – categories that are based on distinct brain functions (see Neuroscientific Discourses), such as the interplay between the limbic system (emotions), prefrontal cortex (reason), and basal instincts
Jung’s Tripartite Model (Carl Jung, 1910s) – a perspective built on Freud’s Bipartite Model (see above) but emphasizing three layers of the psyche: Conscious Mind (awareness of the self and external world), Personal Unconscious (memories and experiences unique to the individual), and Collective Unconscious (shared archetypes and cultural symbols)
Freud’s Tripartite Model (Sigmund Freud, 1920s) – an elaboration of Freud’s Bipartite Model (see above), involving three aspects of the psyche: Id (the instinctual and pleasure-seeking component), Ego (the rational mediator between the id and reality), and Superego (the moral conscience, embodying societal norms and ideals). This model highlights internal conflict and the role of the ego in balancing competing forces.
Christian Tripartite Model (early Christian thinkers, 200s CE) – the description of one’s soul as having three aspects: Mind/Reason (governs intellect and decision-making), Will/Spirit (drives actions and intentions), and Passions/Desires (encompasses emotions and instincts)
Plato’s Tripartite Model (4th century BCE) – Plato described the soul as having three parts: Logos/Rational (governs reason and intellect), Thymos/Spirited (drives emotions like courage and indignation), and Eros/Appetitive (relates to desires, pleasures, and bodily needs). Plato emphasized that a harmonious soul required the rational part to govern the other two.
Tripartite Model (Tripartite Division) – any model that splits the psyche into three distinct components. In contrast to Bipartite Models, Tripartite Models typically allow for intermediary or mediating forces, capturing more complexity in human psychology. Prominent examples include:
Freud’s Bipartite Model (Sigmund Freud, 1890s) – the division, common to most Psychoanalytic Theories, between the Conscious Mind (thoughts and feelings within immediate awareness) and the Unconscious Mind (hidden desires, memories, and instincts influencing behavior)
Plato’s Bipartite Model (4th century BCE) – Plato described a two-part soul: Rational Part (associated with reason and logic) and Irrational Part (encompassing desires and emotions). This view has often been foregrounding in the struggle between reason and passions.
Bipartite Model (Bipartite Division) – any model that splits the psyche into two distinct components. Bipartite Models tend to emphasize dichotomies and binary conflicts.
Synergy Zone (Janet Zadina, 2020s) – an optimal state of engagement for learning, where cognitive and emotional factors harmonize to enhance understanding and retention. The construct is grounded in neuroscientific findings about how positive emotional states enhance neural plasticity.
Steelmanning (Steelman Approach; Steelman Argument; Steel Man Method) – the practice of presenting the strongest, most robust version of someone else’s argument – even stronger than the person originally expressed it – before engaging with it. It’s the opposite of creating a Straw Man (a type of Fallacious Reasoning, under Modes of Reasoning), where one attempts to weaken another’s argument by distorting […]
Prefrontal Cortex (PFC) – the foremost part of the Frontal Lobes, playing major roles in decision making, personality, consciousness, executive functioning, and social behavior
Cortical Areas – brain areas involving the four lobes of the Cerebrum
Salience Network (Salience Emotion Network; SEN; SN) – a mediator between the DMN and CEN, determining which network is most appropriate to activate based on current demands
Default Mode Network (DMN) – the brain network that engages during internally focused activities such as daydreaming, self-referential thinking, memory retrieval, and imagining the future.
Central Executive Network (CEN; ECN; Executive Control Network) – the brain network that governs high-level cognitive functions like decision-making, problem-solving, working memory, and attention. It is responsible for externally focused tasks requiring active engagement.
Somatic Nervous System (SNS) – the aspects of the Nervous System that control voluntary movements of skeletal muscles
Autonomic Nervous System (ANS) – the aspects of the Nervous System that regulate involuntary physiological processes
Mind-Wandering (Attentional Drift) (David Stawarczyk, 2010s) – concisely, the opposite of Mindfulness, when attention drifts from the task or present moment to unrelated details. More formally, Mind-Wandering is the tendency to succumb to task-unrelated and stimulus independent thoughts.
Theory of Action (ToA) (Collaborative for Academic, Social, and Emotional Learning, CASEL, 2020s) – a process intended to help education systems move beyond implementing SEL as isolated programs, instead aiming to embed supports for individuals to develop emotion-management skills, establish positive relationships, and make responsible decisions into school culture, policies, and practices
Embodied Theory of Meaning (Maurice Merleau-Ponty, 1950s) – any theory that asserts that meaning emerges from one’s bodily experiences in the world, especially as those experiences and their relevance are shaped by context, culture, and history
Truth-Conditional Theory of Meaning (Donald Davidson, 1960s)– any theory that analyzes meaning in terms of the conditions under which a statement is true – that is, knowing the meaning of a statement is understanding the circumstances that would make it true
Semantic Theory of Meaning (Alfred Tarski, 1950s) – any perspective grounded in the assumption that meaning is derived from the syntactic and semantic features of language
Use Theory of Meaning (Pragmatic Theory of Meaning) (Ludwig Wittgenstein, 1920s) – any perspective grounded in the assumption that meaning is defined by how words are used in a language – that is, the meaning of a word is determined by its role in communication and social practices. Specific
Structuralist Theory of Meaning (Ferdinand de Saussure, 1890s) – any perspective grounded in the assumption that meaning is determined by differences and oppositions within a language
Referential Theory of Meaning (Denotational Theory of Meaning) (Gottlob Frege, 1890s) – any perspective grounded in the assumption that words have meaning because they refer to objects, actions, or states of affairs – that is, the meaning of a word is what it denotes
Ideational Theory of Meaning (John Locke, 1680s) – any perspective grounded in the assumption that meaning arises from mental representations – and so words and expressions evoke mental concepts
Sememe, Seme (Eric Buyssens, 1930s) – units of word meaning, encompassing either the overall, broad concept associated with a word (Sememe) or a narrow, specific aspect of its meaning (Seme)
Artifact, Sociofact, Mentifact (Psychofact) (Julian Huxley, 1950s) – three identifiable elements of a culture that are conceivable as “objects” – and that, like objects, have a persistence that can span generations
Memeplex (Meme Complex) – a collection of memes that group together and mutually reinforce one another, enabling them to spread and persist as a cohesive unit and to combine into more complex structures
Meme – the unit of cultural information (e.g., idea, belief, habit, song, catchphrase, fashion style, ritual) that replicates by being passed from one mind to another, often through imitation
Hebbian Learning Account of Mirror Neurons (Christian Keysers, David Perrett, 2000s) – a blend of Hebbian Learning (under Neuroplasticity) and Associative Learning, in which Mirror Neurons (under Neuro-Focused Discourses) are suggested to develop their characteristic properties through repeated, simultaneous activation of sensory and motor pathways during specific experiences
Inattentional Blindness – the failure to notice something obvious in one’s field of view, often because one’s attention is focused on a specific detail
Pancomputationalism (Gualtiero Piccinini, 2010s) – the view that everything is a computational system – which was offered as a critique of the tendency within Computationalism to conflate computational descriptions with actual computational systems. “Computation” is a specific kind of causal process involving the manipulation of symbols based on rules, and so not many physical systems qualify as computational systems.
Digital Physics Hypothesis (Conrad Zuse, 1960s) – the suggestion that the universe is fundamentally computational in nature, akin to a digital computer – meaning that the fabric of reality can be described as discrete bits of information that are processed according to algorithmic rules.
Mathematical Universe Hypothesis (MUH; Ultimate Ensemble Theory) (Max Tegmark, 1990s) – the suggestion that the physical universe is not merely described by mathematics, but it is mathematics – a perspective that proponents assert is bolstered by the success of mathematics in describing physical reality
Simulation Hypothesis (Nik Bostrom, 2000s) – the suggestion that the “reality” one experiences is simulated, akin to a highly advanced virtual reality. Most versions assert that one’s experiences are artificial constructs created by an advanced agent.
External Reality Hypothesis (ERH) – the suggestion that physical reality is completely independent of human perception – meaning the universe would be the same whether or not humans were observing it
Two-Factor Model of Teaching – any model of pedagogy that’s based on two dimensions of variation, which are used to construct a multi-cell matrix
LOTS (Raymond Cattell, 1950s) – an acronym identifying the four major data sources across Personality Types Theories: Life data (e.g., age, school grades, income), Observational data (e.g., ratings from friends, family, colleagues), Test data (i.e., measurements on standardized measurements), and Self-reported data (e.g., on questionnaires or through interviews)
Blood Type Personality Theory (Takeji Furukawa, 1920s) – a pseudoscientific perspective based on the that one’s blood type is predictive of one’s personality type
Hippocampus – a region behind the Thalamus that is essential for learning and memory, particularly converting short-term memories into long-term ones. It also plays a role in spatial navigation.
Amygdala – a small region that is involved in processing emotions such as fear, anger, and pleasure. It plays a role in recognizing emotional cues and forming emotional memories.
Limbic System (Emotional Brain) – a complex set of structures that plays a key role in regulating emotions, behavior, memory, and physiological responses
Affect-Related Performance Zones (Michael B. Johnson, 2000s) – the ranges of emotions (e.g., arousal, enjoyment) within which one is likely to perform at optimal, moderate, or poor levels
Primal World Beliefs (Jer Clifton, 2020s) – empirically derived, stable personal convictions about the world that predict how one will live one’s life. Currently 26 distinct PWBs have been identified, three of which are especially influential: Safe vs. Dangerous; Enticing vs. Dull; Alive vs. Mechanistic. Most, but not all, PWBs contribute to one’s overarching view of the world as good or bad.
Circle of Control (unknown origin) – a region that is sometimes nested within the Circle of Influence, signifying everything over which one has complete control (e.g., one’s thoughts, choices, and reactions). The category highlights one’s most direct areas of influence, emphasizing personal responsibility.
Circle of Influence – (Stephen Covey, 1980s) – the inner circle. which contains what one can directly impact (e.g., one’s beliefs, relationships, and behaviors). Focusing on this circle increases one’s influence over time.
Circle of Adapt (Circle of Acceptance) (unknown origin) – a region that is sometimes placed within the Circle of Concern (and around the Circle of Influence; see below) representing things one cannot control but can choose to adapt to or accept (e.g., others’ behavior or external circumstances). The category encourages resilience and flexibility in response to what one cannot change.
Circle of Concern – (Stephen Covey, 1980s) – the outer circle, which includes everything one cares about but cannot directly control (e.g., others’ actions, politics, climate change). Worrying about such matters drains energy.
Tree of Addictions (Addiction Tree) – a metaphorical framework that illustrates the origins, development, manifestations, and consequences of addictions, providing a holistic perspective for understanding and addressing their various dimensions. It connects: Roots (underlying causes, such as trauma or mental health conditions), Trunk (developmental pathways, like coping mechanisms and habit formation), Branches (observable manifestations, such as behaviors or dependencies), and Leaves (outcomes, […]
Polyvagal Ladder (Deb Dana, 2010s) – based on Polyvagal Theory(under Neuroscience), a heuristic designed to help one identify one’s emotional and physiological state/activation (where one is on the “ladder”) and how to move (upward) toward a more regulated state/activation. The three main levels are Ventral Vagal (safe – secure, connected, engaged), Sympathetic (under threat – mobilized, agitated, fight-or-flight), and Dorsal Vagal (in peril […]
Intelligence Principle (Frank Tipler, 1980s) – the suggestion that the improvement and maintenance of intelligence is the driving force of cultural evolution
Ludic Fallacy (Nassim Nicholas Taleb, 2000s) – a critique of using probability and games to model real-life situations, sometime prompting one to conflate the uncertainty of games for the uncertainty of life – that is, to confuse Known Unknowns for Unknown Unknowns (see Conscious Competence Model of Learning).
Constructionist Gaming (Yasmin B. Kafai; Quinn Burke, 2010s) – a blend of the core themes of Constructionism, Maker Education, and Games and Learning that focuses on student learning through making their own games. It is oriented by the conviction that making games contributes to the development of technical skills and supports the development of social skills. (Compare Games and Learning and Gamification.)
Stacey Matrix (Ralph Stacey, 19090s) – a decision-making framework intended to help organizations and leaders manage complexity and uncertainty, in part by analyzing situations according to the dimensions of “Level of Certainty” and “Level of Agreement”
85% Rule of Optimal Performance (1990s) – a popular-but-unproven suggestion that performing to 85% of one’s capacity in a test of ability (e.g., in a running race or a recital) will enable a better result – because, it is asserted, a level of relaxation is needed to maintain optimal form
Hedonic Treadmill (Hedonic Adaptation) (Philip Brickman, 1970s) – the tendency of people to return to a relatively stable level of happiness despite significant positive or negative changes in their life circumstances
Volitional Activities – behaviors that are carried out deliberately, intentionally, and by choice, as opposed to reflexive responses or coerced actions
Behaviorceutical (Kelly Lambert, 2010s) – a portmanteau of “behavior” and “pharmaceutical” used to suggest that actions and experiences can alter brain chemistry in manners similar to pharmaceuticals
Germane Cognitive Load (Germane Load) – demands on working memory by elements necessary to learn the concepts under study
Extraneous Cognitive Load (Extraneous Load) – demands placed on working memory due to unnecessary elements that might be introduced as the concepts under study are presented
Intrinsic Cognitive Load (Intrinsic Load) – demands placed on working memory due to the inherent difficulty of the concepts under study
Cybergogy (Minjuan Wang, 2010s) – a portmanteau of “cyberspace” and “pedagogy” naming a framework that focuses on creating effective learning experiences in online or digital environments. Cybergogy is attentive to the particular needs and affordances of online learning and it stresses personalization and interaction across cognitive, social, and emotional aspects.
Knowledge Vee (Vee Heuristic) (Bob Gowin, 1970s) – a model intended to improve learning by making the connections between theory, research methods, and findings more explicit and accessible. The model connects aspects of conceptual/theoretical knowledge (on one side of the V) to elements of observations and practical methods (on the other side)
Seasons of Life Theory (Levinson’s Seasons of Life Theory) (Daniel Levinson, 1970s) – a four-stage model of adult development that proposes several stages focused on personal growth and life transitions. Each stage is associated with distinct tasks and challenges and marked by transitions that encourage individuals to re-evaluate their lives and make significant changes. They include: Stage 1: Pre-Adulthood Era Stage 2: […]