The Mind-Mapping Approach : a Model and Framework for Geodesic Learning

[摘要] The current study identifies the reasons why change in traditional perceptions of learning isneeded by tracing the philosophies of traditional methods and their effect on the perception oflearning, and proposes an alternative geodesic approach, the Mind-Mapping Approach(MMA). Inherent in the model is the implication that traditional methods do not facilitateeffective holistic thinking and as a result, do not produce effective lifelong learners.Extrapolated from the MMA model and its assumptions, is a practical framework, the MMA,that, when implemented within learning environments, will foster geodesic thinking which is innatural compliance with the functioning of the brain and therefore to be preferred.The study tested the validity of the above assumption by providing training in an alternativegeodesic approach, the MMA, to a group of 45 teachers and therapists that work withlearning disabled pupils - this comprised the first experiment of this study. The teachers andtherapists in turn used the MMA methods with their pupils (639)- this comprised the secondexperiment of the study. In this way both the MMA as a geodesic framework, and the actualeffectiveness of the MMA training programme in conveying geodesic principles, wereevaluated.The results indicated that although significant benefit was derived by the teachers andtherapists from the MMA training, these were conservative. Furthermore, the overalllongitudinal trends of the pupils' results also indicated that a significant positive change wasexperienced by the pupils with the introduction of the MMA methods, but not to the extentpredicted. It is speculated that this conservative, although significantly positive improvement in the teachers, therapists and pupils is attributed to the fact that the MMA methods aregeodesic facilitating improved thinking, problem-solving and research skills, and innovativelearning. However traditional methods of teacher training, testing and evaluating do notfacilitate these skills as their emphasis is on the accrual as opposed to creation of facts. It ispossible therefore that the conservatively positive results of this study reflect the carry-overeffect of geodesic training. It can be said that the partial application of the MMA methods bythe teachers and therapists did improve the performance of the pupils and that this study wastherefore successful, but that the results would have been more positive had the pupils beenevaluated in a way that matched the geodesic training. In addition, the study provides valuableinformation regarding the effect of geodesic systems on traditional systems of learning.

[发布机构] University of Pretoria