Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity

The knowledge argument, the open question argument, and the moral problem

10.1007/s11229-008-9378-7Synthese171125-4

Restrictions on representationalism

Strong representationalism claims that the qualitative character of our phenomenal mental states consists in the intentional content of such states. Although strong representationalism has greatly increased in popularity over the last decade, I find the view deeply implausible. In this paper, I attempt to argue against strong representationalism by a two-step argument. First, I suggest that strong representationalism must be unrestricted in order to serve as an adequate theory of qualia, i.e., it must apply to all qualitative mental states. Second, I present considerations – deriving largely from nonperceptual states – to show that an unrestricted form of strong representationalism is problematic