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Providing Cutting Edge Education for Your Child

Providing Cutting Edge Education for Your Child

One of the excruciating dilemmas often facing parents implicates providing quality education for their children. Most rational parents start early, even before the birth of the child planning educational channels believed to offer higher level learning methods. Ostensibly, this belief centers on the assumption that the child’s forthcoming achievements depend on academic exposure offered in educational institutions notably recognized for scholastic rigor. For this reason, truly motivated parents begin as early as infancy preparing their child for superior cognitive results.

Thus, such zealous parents, attempt getting a head start in laying the foundation for higher quality learning for their child. This attitude reflects parental preference of Ivy League educational styles as the choice methods of academic objectives. Nevertheless, still other parents, more diligent, more insistent require more for their child, and unyieldingly quest for “cutting edge” instructional execution, indicative of educational approaches that supersede institutional academic requirements.


Parents seeking so-called “higher-order” educational strategies for their child and who anticipate subsequent superior academic goals must also consider the dynamics that define the learning process and how demands of teaching and learning methods influence childhood developmental stages.

First, investigating the concept of higher order learning before attaching it to how children learn, reflection should be given to the correlationship of interchange between teaching and learning styles. Carrying that thought, this avenue considers the significance of instructional delivery and encoding consequential of information processing. According to educational psychology, higher-order thinking skills and abilities go beyond recall and comprehension, but employs “the ability to apply ideas and concepts, analyze and synthesize information, and evaluate complex information.

The implication of understanding the definition of the word “learning” is also helpful for manipulating one’s own learning abilities as well as the child’s, enabling constructive influence on the recipients’ behaviors. Within this process, insight into the significance and meaning of the concept of “learning” is essential for helping students respond to delivered information, crafting competent ability for optimistically exploiting the constituents of one’s surroundings through creative ideas. In the field of education, learning is describes moderately permanent change in behavior, or behavioral repertoire that occurs because of experience.

The related aspect of experience is indicative of how student acquire knowledge that induces altered behaviors through sensation. Experience means events perceived through the five senses, such as vision and hearing. Illustrating this concept, learning to read is a process that undergoes gradual cognitive manipulation that follows with corresponding behaviors.

During information processing, the types of learning material presented as pedagogic lessons stimulate specific regions of the brain susceptible to such types of information, such as visual stimulus processes differently and in different regions of the brain. Knowing how to activate specific areas of the brain for learning advantage offers crucial leverage for delivering “cutting edge” instructions. Of course “cutting edge”, meaning superior data as well as superior application.

Returning to the earlier description of the meaning of “cutting edge” pedagogy, successful cognitive exploitation of encoded data with the help of pedagogic techniques allow students to achieve fullest possible learning potential for the particular developmental period.

That means, for instance, for one six-year-old student, successfully learning single variable transcendental calculus may not imply only superior level learning, but also achieving full individual potential for the particular age and developmental stage. On the other hand, another six-year-old student may successfully learn concepts of mathematical operations pertaining to adding and subtracting, where this level of mathematics may accomplish full academic potential for this student at the particular age and childhood developmental period. Although teaching calculus to six-year-old students represents higher-level informational delivery and requires higher cognitive processing to one group of students, yet higher-level information and delivery for many six-year-old children may equivocally represent mathematical operations comparable to learning basic operations of addition and subtraction. Yet teaching and learning procedures are considerations, likewise environment, quality of instructor, genetic makeup, and prior exposure to types of information are likewise considerations for how students learn and how students process information. Learning patterns generate thinking patterns, which may contribute to students’ style of learning.

Moreover, the concept of “cutting edge” learning in this article involves not merely delivery of higher-level information, such as teaching a child calculus. Rather, “cutting edge” education entails many converging influences that effect methods of instruction and quality of the converging influences. Meaning, quality of instruction, quality of the instructor, quality of the institution, and the quality of the student’s mental state during instructional periods, which likewise include previously acquired abilities. These abilities implicate student’s proficiency level of analyzing taught material, creating heuristic applications of learned data, ability to use information in daily movements, and successful use of learned information for creating other types of knowledge or application of knowledge. Of course, superior learning involves a great deal more, but beginning here recommends a productive advantage.

Generally, higher learning procedures stimulate deeper intellectual processes, such as conceptualization, thinking about matters in “greater detail”, seeking to understand connections between associated components, and considering the nature of presented information. Thus in this writing, “cutting edge’ learning distinguishes the relevance of breadth of knowledge and acquired ability, exploiting more than mere systematic techniques to analyze and effectively use presented information, but also develop innovative ways of thinking.


The nature of “problem solving”, consistently incur different strategies, even dichotomous positions for the same problem, which is true of vertical and lateral thinking approaches. Deliberating the differences of the two types of thinking, vertical reasoning encourage algorithmic logic, using step-wise, and methodical applications for solving problematic situations. This type of thinking procedure include some areas of Paul and Elder’s critical thinking techniques where depth of knowledge is relevant. Likewise, the scientific method often expresses verticality in some areas of because of its systematic approach.

Involving matters of mathematics, dimensional verticality is not only the appropriate method for solving certain types of problems, but most times the only method of solving problems. However, while science allows an inductive, a more lateralized approach to research, mathematics explains scientific research with set or fixed principles. Even so, both fields of study encompass meticulous facts that require objective engagement, in which the nature of the systems provide little possibility for alteration, especially so in the field of mathematics. The nature of meticulous arithmetical verticality allows only strict rules for achieving precise results.

Therefore, abandoning “set” methods follow with incorrect results, which holds true for science courses that regularly require methodical formula equations, molecular structure formations, set patterns among biological systems. Understanding functions of organisms must correspond to the fixed pathways of how organism really function. This is where rote learning requires vertical thinking pathways.

Nevertheless, application of mathematical formula in scientific research that explains phenomena or influence innovative ideas demonstrates higher-level conceptualization and even “cutting edge” aptitude. Moreover, cognitive dimensional verticality is often the unconscious method of deduction that enabling medical procedures to generate novel therapeutic treatments and advances in quality of life conditions. Thus under such reviews, dimensional verticality is a necessary approach to thinking that assists solving many problems.

On the other hand, note must be taken that vertical thinking is the foremost thinking method practiced in the American public school system. This thinking approach is the general format for business and commerce, whereas high technology employs lateral applications. High technology thrives on “cutting edge” efforts. In that light, vertical reasoning impedes inclination towards innovation, teaching children one right answer or way to solving problems, under defined restrictions.


Brain demands most frequently involve learning processes of dimensional verticality that automatically organizes information into categories consistent with names, topics, themes, and dates, which organizes objects in the world for convenience of daily use. That means verticality is useful for dealing with daily activities because analytical and sequential thinking patterns are properties of vertical thinking. This method of thinking is a reliable and structured way of getting the job as expected.


Obversely, lateral reasoning produces creative ways to problem solving through breadth of knowledge, “thinking out the box”. Lateral thinking methods are additionally congruent with inductive reasoning and closely related to insight and humor. For such reasons, lateral thinking frequently produce solutions to problems that identify obscure predicaments related to the cause of the complication that is “getting to the root” of the problem, where the vertical way of reasoning only recognizes the obvious or superficial problem.

Moving into the direction of higher level thinking, lateral or horizontal thinking considers more than a the obvious solution to problems, but more of a critical approach that allows reaching the root cause of problems, and correct or changing the source, which may resolve associated variables. Skillful exploitation of lateral thinking provides cutting edge thinking.


Alternatively, the loop learning system suggests practices and methods of learning that may assist understanding ways in which individuals think about solving problems or making decisions and their motivation for subsequent behaviors.


Single loop learning is one of the theoretical “loops” of action that recognizes a problem and applies methodical and typical methods for solving the difficulty; this is also one-dimensional thinking. In some ways vertical thinking resembles aspects of single loop learning that often lacks innovation that does not create new knowledge or higher level thinking demonstrative of cutting edge reflection.


However, “double loop learning” responds to problems with greater effort than merely corrective measures. Double loop learning investigates the fundamental cause of dilemmas, which may result from established rules or customary ways of accomplishing a tasks or goals. Situations may likewise arise because of a motive, an assumption, or deep-seated practice that obstructs questioning a rule or decision. Therefore, skills needed for exercising double loop learning embrace self-awareness, self-management, and self-honesty of evaluating decisions and rules, and why they are not effective. In such manner, discovery of validate causes may require undertaking responsibility to act appropriately on acquired knowledge.

These higher methods of thinking resemble and share commonality with other approaches like critical thinking and metacognition. Deriving effective decision-making principles from sources that allow latitude and flexibility frequently present creative ways to overcome entangled internal and external problematic situations. According, such methods provide cutting edge opportunities. Moreover, as a theory of action, double loop learning is useful for personal change oriented towards educational expertise in some specialized field, such as organizational leadership, school principalship is an example.


Still further, triple loop learning considers the metacognitive approach, learning how to learn, and meaning reflecting on ways in which individuals learn. This loop requires contemplating on how and why individual believe certain rules, which may include whether those rules may require some modifications or need to be completely changed. In this manner of learning, understanding increases in self-awareness and understanding others, their beliefs and perceptions.

Here are modes of thinking that permit innovative techniques, novel procedures that create knowledge by “thinking out of the box”. Practice of “thinking out of the box” develops unique skills and strengthens cognitive ability with greater capacity, usually resulting in insight, discernment, comprehension, and ability to think clearly. These methods represent cutting edge learning.

Now, evaluation the type of education you think your child should have, where to receive it, and who will administer it provides the opportunity to apply some of the principles shown in this articles. Most of all, implementing the presented ideas in daily life, creates cutting edge academic ambience within the family with focus on the child’s development. This channel helps increase the probable rate of optimistic change in the child’s developmental thinking patterns.