Publications of Nagarjuna G.
Most papers have links to download the PDF version published.
Building a Dependency Network for Teaching-Learning of Conceptual Structures
We propose in this paper a simple method to construct a machine processable semantic network, called a dependency network, that gathers all the concepts and skills as nodes and the relation type “depends on”, (and its inverse “required for”), as their edges. As a con- ceptual structure can be used to compute a roadmap of any learning- teaching objective. As a prelude we build and contribute a seed graph for demonstration and introduce a collaborative portal for contributing, publishing and dynamically building dependency networks. A possible generalization of this methodology for knowledge organization is dis- cussed.
Introducing Rigor in Concept Maps
Although concept maps have been found to be effective in science education research, these are critiqued for being informal due to informal usage of relation and attribute names thereby resulting in ambiguity. Refined concept mapping, a development over the regular concept mapping is an approach towards introducing rigor and parsimony in representing knowledge. The method proposed suggests to substitute the ambiguous relation names with well-defined relation names to concepts consistently while mapping a domain. We suggest the use of this method for introducing rigor in concept mapping and position it among the other models of knowledge representation in an inverse semantic spectrum.
Exploring Roots of Rigor: A Proposal of a Methodology for Analyzing the Conceptual Change from a Novice to an Expert
Abstract. During the course of science education one of the recognizable and desirable changes from a novice to an expert is in their language (knowledge representation). One noticeable change is that of weeding out ambiguous expressions bringing in clarity and rigor. However, this happens not by weeding out the concept names but by choosing more and more accurate linking words (relation names). By focusing on the relation names we report the results of a preliminary study that confirms that subject experts increasingly chose relation names (linking words) that come closer to formal descriptions. The significance of this observation to concept mapping community as well as to cognitive development is immense, for it provides a simple and effective method to study conceptual change, validates the use of refined concept maps in place of the traditional technique in science education, and also further strengthens the approach that relationship between nodes determine the semantics, and not the nodes per se.
Tracing the Biological Roots of Cognition
in N.S. Rangaswamy (Editor) Life and Organicism, Volume XII Part 6
Collaborative Creation of Teaching-Learning Sequences and an Atlas of Knowledge
The article is about a new online resource, a collaborative portal for teachers, which publishes a network of prerequisites for teaching/learning any concept or an activity. A simple and effective method of collaboratively constructing teaching- learning sequences is presented. The special emergent properties of the dependency network and their didactic and epistemic implications are pointed. The article ends with an appeal to the global teaching community to contribute prerequisites of any subject to complete the global roadmap for an altas being built on similar lines as Wikipedia. The portal is launched and waiting for community participation at http://atlas.gnowledge.org.
A Proposal to refine concept mapping for effective science learning
Concept maps are found to be useful in eliciting knowledge, meaningful learning, evaluation of understanding and in studying the nature of changes taking place during cognitive development, particularly in the classroom. Several experts have claimed the effectiveness of this tool for learning science. We agree with the claim, but the effectiveness will improve only if we gradually introduce a certain amount of discipline in constructing the maps. The discipline is warranted, we argue, because science thrives to be an unambiguous and rigorously structured body of knowledge. Since learning science may be seen as a process where a novice is expected to be transformed into an expert, we use the context of learning science for making the proposal. Further, we identify certain anomalies in the evaluation of concept maps, and suggest that the evaluation should be based on semantics of the linking words (relation types) and not on graphical criteria alone.
An alternative proposal for eliciting and assessing students' knowledge structure
In this paper, we propose an objective assessment technique for evaluating students' knowledge structure. The assessment task is to create propositions based on providing with constraints i.e. concepts and linking words (relation types). The propositions are validated based on a comparison with an expert's knowledge base. An illustration of the technique is presented from the domain of senior secondary school level biology.
Layers in the Fabric of Mind: A Critical Review of Cognitive Ontogeny
In the opening chapter, Layers in the fabric of mind: a critical review of cognitive ontogeny, G. Nagarjuna, tracks the major ideas in cognitive science in the last three decades. Nagarjuna’s perspective on cognitive development encompasses epistemology, AI and the biological basis of the mind. He demonstrates the inconsistencies and problems in the explanations of human cognition provided by the dominant trends in cognitive science in terms of being; modular/non-modular, domain specific/domain general, biological/ cultural, and tries to bridge these divisions. Nagarjuna presents a four- layered model of cognitive ontogeny; biological, subjective, inter-subjective and formal. The direction of cognitive development is in terms of the transfer of implicit procedural knowledge to different forms of explicit conceptual knowledge. Science in this explanation is a part of layer 4, the formal layer, and understanding this structure can crucially affect science education.
Clearing the Roadblocks to Create a Free Digital Society
Transcript of a talk delivered at Free Culture Forum October 2009 at Barcelona.
Common Roots of Perception, Conception and Conscious Action
Our ability to translate implicit modularized knowledge into explicit declarative knowledge is the root of perception, conception, con- scious action, language and culture. Modulation of modules and modularization are the two funda- mental processes of human cognitioin. The mechanisms of perception, conception and thinking are same. The fundamental transition is from modular cognition to modular- ized cognition. Considering the genetic makeup of apes and humans is minor, the large size and asymmetry of human brain, social life, combinatorial ability, and motor dexterity stands in need of an explanation. The distinction between harder and softer motor operations is the key to the cognitive transition. Softer operations are all due to emancipated motor actions. Rewriting mechanism can translate implicit declarative knowledge into explicit procedural knowledge There is no unconscious perception and all seeing is seeing as. The cause of perception is conscious action. Knowledge is differentiation of difference, and motor modulation of modules achieves this essential cognitive stage. Softer operations are cognitively significant because they modulate perceptual field by self-reproduction of perceptions, and also be- come the basis of the symbolic life. Modulation of modules produces externalizes the internalized knowl- edge, and produces multi-layered inter-subjective space.
What policy should India adopt for ICT in school education?
The sections below develop reasons for adoption of free software exclusively for school science education. Towards the end, a list of policy guidelines and recommendations are provided for discussion. The document does not cover the pros and cons of using ICT for education. I will try to intervene during the deliberations on these issues.
Towards a Model of Life and Cognition
This essay is an attempt to answer the question: What should be the ontological foundation/s of the world that makes living and cognitive beings possible? For natural scientists this question can be translated to: What are the basic assump- tions needed to build a science of life and cognition? It is possible to deal with the questions pertaining to life and cognition independently, but the point of addressing them together is due to an increasing awareness among scholars that they share a similar if not an identical foundation. Since I consider this connection between life and cognition a great insight, I would like to pursue further to explore the deeper interdependence in this essay. Most of the essay is a description of a hypothetical but a logically possible world with a defined ontological base, followed by indicating how a model based on the alternative foundations can indeed explain the actual world.
Why Ecma OOXML cannot be regarded as a free/open document standard?
During the working committee meeting on 7th May 2007 at BIS it was decided that I draft the main arguments for, why free software community thinks that OOXML cannot be regarded as a free / open standard. This draft though is based on a number of resources already published, it is an attempt to bring together a few of the most important objections raised against OOXML along with a few Why OOXML is not a FDS? Nagarjuna G. other additions that came to my notice while studying the 6000+ page proposal submitted by Ecma1. Some of the details already published (for example in footnote 5.) are not included in this document.
