Paper: "The Cognition Partition: Toward the Horizons College," 2006

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dc.contributor.authorWarfield, John
dc.date.accessioned2009-01-27T16:24:29Z
dc.date.available2009-01-27T16:24:29Z
dc.date.issued2006
dc.descriptionManuscript: typescript, 26 pgs. Original is PDF (342 Kb) 8.5 x 11" (21.6 cm x 29.7 cm)en
dc.description.abstractIn this paper Warfield argues that the traditional structure of education, where learning is broken up according to topical area (or discipline), is unsatisfactory. Divisions based on disciplines implicitly embeds the assumption that there is no cognitive distinction to be made among the disciplines insofar as learning is concerned. This can be rectified through the implementation of the cognition partition which divides learning into two domains: the domain of normality and the domain of complexity. He then offers his plan for a new university appendage called the Horizons College that would address the faults in traditional approaches to higher education. John N. Warfield Collection 99.7
dc.identifier.urihttps://hdl.handle.net/1920/3397
dc.language.isoen_US
dc.subjectWarfield, John N.
dc.subjectCognition partition
dc.subjectComplexity
dc.subjectHorizons College
dc.subjectHigher education
dc.subjectAristotle Index
dc.subjectAristotle
dc.subjectInterpretive Structural Modeling (ISM)
dc.titlePaper: "The Cognition Partition: Toward the Horizons College," 2006
dc.typeWorking Paper

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