How Might We Learn? by Andy Matuschak

These questions connect to an age-old conflict among educators and learning scientists—between implicit learning (also called discovery learning, inquiry learning, or situated learning), and guided learning (often represented by cognitive psychologists). Advocates of implicit learning methods argue that we should prioritize discovery, motivation, authentic involvement, and being situated in a community of practice. In the opposing camp, cognitive psychologists argue that you really do need to pay attention to architecture of cognition, long-term memory, procedural fluency, and to scaffold appropriately for cognitive load. (View Highlight)