2. When a new idea is introduced to a learner, it doesn’t just get
poured into their mind like water into a bucket. e new idea
is faced with integrating itself into the learner’s personal
cognitive landscape.
Each person has their own, unique Cognitive Ecology—
knowledge, concepts, experiences, schemas, and beliefs that
makeup what Kenneth Strike and George Posner call a
“Semantic Syntactical Network of Concepts.” [Hang onto that
notion—we’ll come back to it later]. Generally speaking,
people don’t let go of aspects of their Cognitive Ecology easily
—if a new idea introduced doesn’t fit into their network of
concepts easily (known as ‘assimilation’), then the individual
must alter their network of concepts in order to fit this new
idea into it (or ‘accommodate’ it). It’s kinda like having a
typical two-story home and saying you want to put an indoor
pool in the middle of it—successfully doing so isn’t like just
adding a wing onto the house, instead you’d have to take
apart the whole thing and rebuild it in a new way.
As a result, a person’s current Cognitive Ecology will influence
their production of a new conception.