Metacognition in Learning

Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature

The medicalization of deviance in China

亞洲犯罪學學會Conference Theme: Asian Innovations in Criminology and Criminal JusticePart 5: Juvenile Delinquency and JusticeConrad and Schneider’s now classical work on the historical transformation of definitions of deviance from “badness” to “sickness” is relevant for the situation in China today, although with some modifications. The weakly founded medical/psychiatric profession and the strong political/ideological discourse in China leads to a strange combination of medicalization and moralization, even criminalization of deviance. The “sick” is often combined with the “bad”, and “sickness” is often seen as a secondary sign of “badness”. The pan-moralist tradition of ancient China seems to be closely combined with the Communist era’s strong belief in political-ideological correctness, and its strong belief in social engineering. It is interesting to note that my research on crime and deviance in China in the 1980s and 1990s seems to be confirmed by today’s discourse, although there are new moral panics and new forms of medical-moralistic definitions of deviance in China today. Still, the categories of deviance are very much socially constructed entities closely related to the moral-political order of present day China. I will use three cases to underline my argument. First, the type of deviance I call “majority deviance”, related to the case of the prejudice and dangers associated with the only-child. My second example has to do with what I term the “wayward girl” and the moral panics concerning so-called zaolian – or “premature love” among young girls. The third example is the new panic surrounding “internet addiction disorder” or IAD. While the “disco” and the “dance hall” were the sites of disorder in the 1980s and 90s, the wangba – or “internet bar” is now seen as the most dangerous site of crime and deviance.postprin