Towards a theory of instruction

This chapter outlines a theory of instruction explicitly focusing on the various aspects of the mind discussed in this book. We discuss how learning in schools would have to be organized to strengthen the operation and development of mental processes involved in the architecture of the mind. This chapter is organized into two sections. In the first section we present the general principles derived from our theory for education. For instance, education must (i) cater for all four types of processes involved in the four-fold mental architecture and (ii) saturate the developmental needs and priorities of each cycle; plan learning in each cycle under the perspective of learning at earlier and later phases; take into account the possibilities for handling complexity typically associated with each grade; bridge educational timing and developmental timing, causing controlled conceptual change in children following the principles of cognitive developmental science rather than the history of knowledge in scientific disciplines. In the second section we present the implementation of these principles for the various aspects of the developing mind, according to developmental cycles which correspond to major levels in education, such as kindergarten and preschool, primary, and secondary education.