#abstractthinking

Wpadłam na cudzą myśl, w której badanie języka jest porównane do tworzenia asymetrycznego diagramu między systemem analogowym a cyfrowym. Podaruję sobie może wątki o pasmach słyszalnych dla ludzkiego ucha, systemie zapisu (binarny vs analogowy),konwersji, próbkowaniu, bo próbowałam to tu rozpisywać i jednak wyszedł za duży inside jak na fejsa. Ale ogólnie mówiąc, język jest ograniczony przez problem jeszcze sformułowany przez strukturalistów - czasu zapisu i odtwarzania, co uniemożliwia mu dostęp do abstrakcji.

Ta przedziwna filozofia deleuze'oguattariańska wyprowadziła metaforykę geodezyjną by pokazać, że materia języka nie jest ustrukturyzowana tak jakbyśmy sobie tego życzyli. Jest pofałdowana, nierówno wyżłobiona, niekiedy cykliczna, czasami linearna, zrasta się sobą.

Przełóżmy to na system analogowy , który jest słyszalny dla ludzkiego ucha, lecz jest bardziej zbliżony do abstrakcji i niezautomatyzowany.

Developing Learning Strategies Using Self-Awareness Tools and TechniquesImproving your mind revolves around enhancing your self-awareness, memory, and cognitive abilities. Together, these skills help you learn and use information to solve problems. Self-awareness tools and techniques make developing learning strategies easy. We can identify ten core skill areas that affect the functioning of the mind. Enhancing these improves the cognitive processes of the mind. The right tools help us find and remove the roadblocks to our growth so we can achieve our full potential. It is essential to raise everyone's learning and cognitive abilities. The lower your level of functioning, the easier it is to control you. Many people and organizations want to control what we think to sell things. They want to keep people at the lowest level possible so they can manipulate them. So, developing learning strategies is a protective measure that makes us less vulnerable to harmful propaganda. All we need to do is use the proper self-awareness tools and techniques.

What Do Learning Skills Involve?

Why Early Coding Classes Can Hinder Abstract Thinking?

In today’s digital age, coding is often touted as an essential skill for children. Schools and educational programs are increasingly offering coding classes for students as young as six or seven. While the intention is to equip the next generation with valuable technical skills, there’s a growing concern that introducing coding too early can inadvertently hinder abstract thinking — the very skill that forms the foundation for creativity, problem-solving, and conceptual understanding.

The Hype Around Early Coding

Coding is celebrated as a way to boost logical reasoning, computational thinking, and STEM readiness. Scratch, Blockly, and other kid-friendly programming languages have made coding accessible and playful for young learners. Parents and educators see early coding as a way to prepare children for a tech-driven future, encouraging problem-solving and structured thinking from an early age.

On paper, this sounds ideal. However, the reality is more nuanced. While early exposure can teach syntax, loops, and conditionals, it may not necessarily promote deeper cognitive skills if not introduced thoughtfully.

The Importance of Abstract Thinking

Abstract thinking is the ability to understand concepts that are not physically present or immediately visible. It allows children to:

Recognize patterns

Solve problems creatively

Generalize knowledge from one context to another

Think critically and reason logically

These cognitive skills are crucial in all areas of learning, from mathematics and science to social understanding and innovation. Developing abstract thinking takes time, experimentation, and exposure to open-ended challenges.

How Early Coding Can Limit Conceptual Exploration

When children are introduced to coding at a very young age, the focus often leans heavily on syntax and rule-following. They learn how to write code that produces a specific output, but they may not yet grasp the underlying concepts or be capable of reasoning about abstract patterns behind the code.

This structured approach can encourage a mechanical mindset: students focus on “doing it right” rather than understanding “why it works” or imagining alternative solutions. Over time, this may limit opportunities for conceptual exploration and reduce their ability to engage in higher-order thinking.

The Risk of Reducing Playful Learning

Young children learn best through play, imagination, and hands-on experimentation. These experiences cultivate abstract thinking by encouraging them to connect ideas, explore possibilities, and test hypotheses.

Early coding classes that emphasize structured tasks and predefined outcomes can reduce time for open-ended play and experimentation. Instead of exploring “what could happen if…?” children are focused on “what must I do to make this work?” The result is less creative exploration and more rote execution.

Pressure to Perform and Follow Rules

Another factor is the pressure to perform. In coding classes, students may feel they must produce a working program to receive validation, such as praise, grades, or badges. This performance-oriented mindset can discourage risk-taking and experimentation — both critical components of abstract thinking.

Children who fear making mistakes may stick to instructions rigidly, avoiding innovative approaches or unique solutions. Over time, this can condition learners to follow rules rather than think independently.

Finding the Right Balance

This isn’t an argument against teaching coding early — it’s a call for balance. Coding can be a powerful tool for developing logical reasoning and problem-solving skills, but it must be paired with activities that nurture abstract thinking.

Some strategies to achieve this balance include:

Play-Based Coding: Introduce coding through games, storytelling, and creative projects rather than structured drills.

Encourage Experimentation: Let children modify programs, explore unexpected outcomes, and learn from errors.

Integrate Cross-Disciplinary Thinking: Connect coding to art, music, or storytelling to foster imagination and conceptual connections.

Promote Reflection: Encourage students to think about patterns, logic, and reasoning behind their code, not just the final output.

Limit Screen Time: Balance digital coding exercises with offline activities that build abstract reasoning, such as puzzles, building blocks, or problem-solving games.

Conclusion

Early coding classes can be a valuable introduction to technology and logical thinking. However, if they are implemented without consideration for cognitive development, they may inadvertently hinder the growth of abstract thinking skills in young learners. The key is to foster a learning environment that balances structured coding instruction with open-ended exploration, creative problem-solving, and opportunities to engage in imaginative thinking.

By prioritizing both technical skills and conceptual understanding, educators and parents can help children become not only competent coders but also innovative thinkers ready to tackle the complex challenges of the future.

Improving your mind revolves around enhancing your self-awareness, memory, and cognitive abilities. Together, these skills help you learn and use information to solve problems. Self-awareness tools and techniques make developing learning strategies easy. We can identify ten core skill areas that affect the functioning of the mind. Enhancing these improves the cognitive processes of the mind. The right tools help us find and remove the roadblocks to our growth so we can achieve our full potential. It is essential to raise everyone's learning and cognitive abilities. The lower your level of functioning, the easier it is to control you. Many people and organizations want to control what we think to sell things. They want to keep people at the lowest level possible so they can manipulate them. So, developing learning strategies is a protective measure that makes us less vulnerable to harmful propaganda. All we need to do is use the proper self-awareness tools and techniques.

What Do Learning Skills Involve?