Unconscious competence in problem identification - Methods of active learning

Unconscious competence in problem identification

Identification of the problems that have arisen (comparing them with the ones we met before) and the automatic determination of the ways to solve them is based on our beliefs. With their help, we are trying to find a way to satisfy our conscious need for easy answers and a subconscious need for a common sense approach.

Adult people have extensive experience, but they can not keep all of its volume in active consciousness, so this experience is stored in the subconscious. As the English trainer Karen Smart writes, the problem of our subconscious knowledge is that this knowledge and experience are beyond awareness. We are not aware (do not know) of what we know and know how. We need a trigger, when pressed, this knowledge would come to the surface of consciousness.

Intuition comes to our aid as a feeling that we know something, but it is not clear how a person realized that he knows it. The presence of intuition implies that you use the information of the subconscious, and your consciousness does not know anything about it.

As for common sense, it is a combination of logic (appealing to our consciousness) and intuition (appealing to our subconscious). When we think sensibly, we get the feeling that "it goes without saying". When our consciousness and subconsciousness are separated and work in different mode, in different languages ​​of description, then we have a sense of error and we feel that something is wrong, but we do not know why.

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Thus, common sense (3C) can be represented by the sum of active consciousness (AC) and intuition, or subconscious (AND):

3C = AC + I.

No matter what reason we need to solve the problem, our subconscious will sabotage all our efforts to solve the problem, until we get rid of the inconsistency of consciousness and subconsciousness.

From what has been said, it follows that our mental models sometimes prevent us from formulating problems and finding their solutions.

However, our brain is so arranged that in life it seeks to implement the programs of our subconscious mind in such a way that we have the opportunity to do something without thinking (& quot; on autopilot & quot;). For example, at the same time, peel potatoes, watch TV and talk on the phone.

When our brain notices an unfamiliar phenomenon, it quickly (so quickly that we do not notice how it happens) is looking for a suitable program already existing in it (let's call it the "preliminary" program), on the basis of which we interpret event. When the brain finds a correspondence between the past and the present experience, it automatically starts the response program from the previous experience. Specialists call the preliminary programs that help us in life, the unconscious competence & quot ;. For example, when the alarm rings in the morning, we automatically click on the desired button in order to stop its sound.

The process of forming unconscious competence is represented graphically in Fig. 4.4, from which it follows that the training of our consciousness begins with unconscious incompetence, i.e. from when we do not know what exactly we do not know.

Fig. 4.4. Stages of approaching unconscious competence

For example, there is an epidemic, the result of which is the mass death of chickens. Then comes the state of conscious incompetence. In this case, we already understand that we need to learn something. For example, a new strain of chicken flu, against which there is no vaccine, is allocated.

At the next stage, conscious competence is formed. That is, we have already mastered the skill and yet we have to constantly concentrate internally when we use a new skill. For example, a vaccine against chicken flu has been obtained, which can suppress the epidemic, but diagnosticums have not yet been developed. This phase of training continues until we learn to work without thinking about our actions. Then unconscious competence comes. For example, the presence of regulations for rapid diagnosis and veterinarians' experience in vaccinating chickens can automatically eliminate the risk of infection of the entire poultry farm.

But even if we have such competence, we sometimes get into a situation where a person does not see everything that comes into his field of vision, there remains the "blind spot" area in which the person sees nothing. We see different objects, but we do not see what is in the area of ​​the scotoma. We do not know what exactly we do not see.

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We become "blind" when we look at the & quot; blind spot & quot ;.

This perception is partly determined by the reticular component of our brain. The reticular activating system is such a function of the brain, thanks to which we notice something that is important to us, and do not pay attention to what appears to be insignificant. This system is necessary for us, because the information shaft could overwhelm, and without it we could not function properly. Our subconscious decides what we need to see and what not to notice. For example, if we buy a cage on the market, being limited by the amount of money, we can simply not see certain characteristics of the purchased goods due to the fact that the reticular component of our brain will perceive these defects as insignificant.

If, on the whole, we note the reasons for the lack of effectiveness in identifying problems, then, according to K. Smart, the following should be included to them first.

• & quot; We misinterpreted the event. Our interpretation could prompt us to believe in something unrealistic. Did not we miss a lesson that should be learned, but instead we saw only the good? Maybe we looked at the event only on one side?

• In the work we relied exclusively on consciousness (logic) and did not listen to our subconscious (our intuition). When we do this, we deprive ourselves of a part of our own experience and experience with our interpretation.

• The reason could be that we used only the subconscious in our work. We act on autopilot and do not use our consciousness to check whether it is logical that we do. And if we do this, then we behave like children in situations that require adult behavior. "

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