Mega-cognitive or Knowing by kerminator

How do you know what you do not know? "Life is hard enough, being stupid just makes it harder!" John Wayne Everyone faces this at some time in their life if they ever get past being a baby either in body or mind!

This has been the quest of mankind since the Garden of Eden; attempting to explain the unknown!

Knowing is an important aspect of our life, in feact it is the very center of our well being and our ability to get along! Therefore we should attempt to become more knowledgable about the things that will improve our understanding and gain us the knowledge for the Eternity to come!

** Metacognition is defined as "cognition about cognition", or "knowing about knowing."^[1] It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving.^[1] Metamemory, defined as knowing about memory and mnemonic strategies, is an especially important form of metacognition."^[2] Differences in metacognitive processing across cultures have not been widely studied, but could provide better outcomes in cross-cultural learning between teachers and students.^[3] Some evolutionary psychologists hypothesize that metacognition is used as a survival tool, which would make metacognition the same across cultures.^[3] Writings on metacognition can be traced back at least as far as De Anima and the Parva Naturalia of the Greek philosopher Aristotle.^[4]

The metacognitive-like processes are ubiquitous; especially, when it comes to the discussion of self-regulated learning. Being engaged in metacognition is a salient feature of good self-regulated learners. Groups reinforcing collective discussion of metacognition is a salient feature of self-critical and self-regulating social groups. The activities of strategy selection and application include those concerned with an ongoing attempt to plan, check, monitor, select, revise, evaluate, etc. Metacognition is 'stable' in that learners' initial decisions derive from the pertinent fact about their cognition through years of learning experience. Simultaneously, it is also 'situated' in the sense that it depends on learners' familiarity with the task, motivation, emotion, and so forth. Individuals need to regulate their thoughts about the strategy they are using and adjust it based on the situation to which the strategy is being applied.

Recently, this notion has been applied to the study of second language learners in the field of TESOL [1] and applied linguistics in general (e.g., Wenden, 1987; Zhang, 2001). This new development has been much related to Flavell (1979), where the notion of metacognition is elaborated within a tripartite theoretical framework. Learner metacognition is defined and investigated by examining their person knowledge, task knowledge and strategy knowledge. Wenden (1991) has proposed and used this framework and Zhang (2001) has adopted this approach and investigated second language learners' metacognition or metacognitive knowledge. In addition to exploring the relationships between learner metacognition and performance, researchers are also interested in the effects of metacognitively-oriented strategic instruction on reading comprehension (e.g., Garner, 1994, in first language contexts, and Chamot, 2005). The efforts are aimed at developing learner autonomy, independence and self-regulation.

Metacognition helps people to perform many cognitive tasks more effectively.^[1] Strategies for promoting metacognition include self-questioning (e.g. "What do I already know about this topic? How have I solved problems like this before?"), thinking aloud while performing a task, and making graphic representations (e.g. concept maps, flow charts, semantic webs) of one's thoughts and knowledge. Carr, 2002, argues that the physical act of writing plays a large part in the development of metacognitive skills (as cited in Gammil, D., 2006, p. 754).

Metacognition refers to a level of thinking that involves active control over the process of thinking that is used in learning situations. Planning the way to approach a learning task, monitoring comprehension, and evaluating the progress towards the completion of a task: these are skills that are metacognitive in their nature. Similarly, maintaining motivation to see a task to completion is also a metacognitive skill. The ability to become aware of distracting stimuli – both internal and external – and sustain effort over time also involves metacognitive or executive functions. The theory that metacognition has a critical role to play in successful learning means it is important that it be demonstrated by both students and teachers. Students who demonstrate a wide range of metacognitive skills perform better on exams and complete work more efficiently. They are self-regulated learners who utilize the "right tool for the job" and modify learning strategies and skills based on their awareness of effectiveness. Individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change "tools" or strategies to ensure goal attainment. The metacognologist is aware of their own strengths and weaknesses, the nature of the task at hand, and available "tools" or skills. A broader repertoire of "tools" also assists in goal attainment. When "tools" are general, generic, and context independent, they are more likely to be useful in different types of learning situations.

Another distinction in metacognition is executive management and strategic knowledge. Executive management processes involve planning, monitoring, evaluating and revising one's own thinking processes and products. Strategic knowledge involves knowing what (factual or declarative knowledge), knowing when and why (conditional or contextual knowledge) and knowing how (procedural or methodological knowledge). Both executive management and strategic knowledge metacognition are needed to self-regulate one's own thinking and learning (Hartman, 2001).

Finally, there is a distinction between domain general and domain-specific metacognition. Domain general refers to metacognition which transcends particular subject or content areas, such as setting goals. Domain specific refers to metacognition which is applied in particular subject or content areas, such as editing an essay or verifying one's answer to a mathematics problem.

*** They say ignorance is bliss … and if you agree with the Dunning-Kruger effect, this statement is very true to life. After conducting four studies, Dunning and Kruger determined that some people overestimate just how smart they are, and the less skilled a person actually is, the less likely they are to realize it.

Ex. In many ways this study has great applicability for those who have formal education will choose to completely discount any natural medicine approach in favor of the drug and chemical paradigm.

“Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it,” they wrote.

For instance, the participants who scored in the 12th percentile for intelligence estimated they were actually in the 62nd. Ironically, however, the participants were able to improve upon their skills, and therefore also their metacognitive competence, and this in turn helped them realize the limitations of their abilities.

So what does this all mean to you?

Ignorance is all around us … but many do not realize their cognitive limitations. Dunning told the New York Times:

“Even if you are just the most honest, impartial person that you could be, you would still have a problem — namely, when your knowledge or expertise is imperfect, you really don’t know it. Left to your own devices, you just don’t know it. We’re not very good at knowing what we don’t know.”

"Known Knowns ", “Known Unknowns” and “Unknown Unknowns”

The notion of “unknown unknowns” originated in the world of design and engineering. To put it simply, you have within your realm of experience “known unknowns” and the far more daunting “unknown unknowns.”

The latter are those circumstances that are so far removed from our ordinary experience that we cannot even fathom them — like the idea that you could be living in a computer simulation right now. A sign of an intelligent person is knowing there are things you don’t know, but a sign of an even more intelligent person may be knowing there are things that you don’t know you don’t know.

When you may run into trouble, on the other hand, is when you believe you know everything and close your mind to learning any new ideas. Unfortunately, a great deal of the underlying premises upon which our society was built fall into this realm.

Take, for instance, the notion that the world, especially biology and medicine, operates through Newtonian physics. It says you live in a mechanical universe.

According to this belief, your body is a physical machine, so by modifying the parts of the machine, you can modify your health.

As a physical machine, your body responds to physical “things” like chemicals and drugs, and by adjusting the drugs that modify your machinery, doctors can modify and control life.

Now, with the advent of quantum physics, scientists have realized that this theory is flawed because quantum physics show that the invisible, immaterial realm is far more important than the material realm.

In fact, your thoughts may shape your environment far more than physical matter. Unfortunately, many “conventional” experts in the field of medicine refuse to believe in these “unknown unknowns” — a definite sign of ignorance if there ever was one.

As Voltaire said, “A state of doubt is unpleasant, but a state of certainty is ridiculous.”

Can You Harness That Which You Don’t Know?

Even if you are too self-deceived to know you are ignorant, you can improve your skills and help realize the level of your limitations, according to Dunning and Kruger.

I also believe everyone has the power to access their subconscious abilities, and these are skills that are not adequately measured by any conventional test of intelligence at this time.

According to Dr. Richard Bartlett’s Matrix Energetics (ME), for instance, your right brain can actually access information that is normally blocked by your conscious attention, if you allow that information to come through and pay attention to it.

Regardless of your intellectual abilities, you can learn to hear your instincts, listen to them well, and ultimately harness this energy to maximize and optimize the life experiences available to you.