Hello Everyone,
As a Senior Logistics instructor at the Army Sustainment University (ASU), I’ve been deeply immersed in exploring how cognitive science theories can revolutionize our approach to military training. Over the past units, we’ve dived into the intricacies of cognitive science, mental representations, and the role of emotions in learning. Each of these areas has profoundly influenced my teaching methodologies and the overall training approach at ASU.
Piaget, Vygotsky, and the Power of Understanding Cognitive Development
Jean Piaget’s stages of cognitive development have been particularly impactful (McLeod, 2009). Understanding these stages helps us create training programs attuned to our personnel’s intellectual growth. For example, in the formal operational stage, where abstract thinking is crucial, we focus on developing advanced strategic thinking skills essential in logistics.
Lev Vygotsky’s emphasis on social interaction and the Zone of Proximal Development (ZPD) has transformed our approach to collaborative learning (Vygotsky, 1978). At ASU, we foster an environment where experienced personnel mentor their less experienced counterparts, enhancing education and fostering a sense of community and teamwork.
Cognitive Load Theory: A Game-Changer in Instructional Design
John Sweller’s Cognitive Load Theory (CLT) has been instrumental in refining our training materials (Sweller, 1988; Sweller et al., 1998). By balancing different types of cognitive loads, we’ve managed to create training programs that are both effective and not overwhelming. This approach has been instrumental in logistics operations training, breaking down complex information and using simulation-based exercises.
Game-Based Learning and Emotions in Military Training
Our recent forays into game-based learning have added a new dimension to our training programs. Games, with their intrinsic elements of challenge and strategy, align well with the mental constructs of logic and rules crucial in military training (QMS, n.d.). They provide soldiers with a safe yet realistic platform to practice and internalize critical decision-making skills.
Moreover, understanding the role of emotions in motivation has been pivotal (Tyng et al., 2017). Recognizing how positive emotions can enhance intrinsic motivation and the role of extrinsic motivators has led us to design more engaging and relevant training programs that resonate with soldiers’ experiences and aspirations.
Reflections on Past Projects and Looking Forward
Reflecting on past projects, it’s clear that overlooking these cognitive principles can lead to less effective training. For instance, a logistics planning module that didn’t consider cognitive load led to overwhelming learners, impacting their ability to absorb and apply the information.
Moving forward, these insights will continue to shape our training at ASU. Integrating cognitive science principles more deeply into our curriculum will be a focus, ensuring that we’re not just imparting knowledge but also equipping our military personnel with the skills to think critically and adapt in diverse situations.
Conclusion
In summary, exploring cognitive science in military education is not just an academic exercise; it’s about enhancing the effectiveness of our training to prepare our personnel for the complex realities of military operations. As John Dewey aptly said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” Our mission at ASU is to ensure that we’re not just keeping pace with these advancements but also leading the charge in applying them.
I look forward to hearing your thoughts and experiences in integrating these cognitive theories into your own teaching and training environments. Let’s continue this journey of learning and growth together!
Best,
Luis B.
31-JAN-2024
This blog post is part of my ongoing commitment to share my journey and insights as an instructor at the Army Sustainment University. The journey through cognitive science has been transformative, offering new perspectives and methodologies to enhance our training programs and better prepare our military personnel for the complexities they face. Stay tuned for more insights and discussions in this space.
For more on cognitive science and its application in military training.
References:
McLeod, S. (2009). Jean Piaget. Simply Psychology. Piaget’s Theory And Stages Of Cognitive Development
Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257–285.
Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The Influences of Emotion on Learning and Memory. Frontiers in Psychology, 8, 1454. The Influences of Emotion on Learning and Memory
U.S. Army Quartermaster School. (n.d.). Logistics Training Department (LTD). Logistics Training Department (LTD)
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
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