ABSTRACT
The phenomenon of having a word on the tip-of-the-tongue (TOT) is an inherent psychological experience that emerges from an unsuccessful cognitive effort aimed at finding the right word to express a specific thought. From a Vygotskian perspective, this can be understood as a dynamic relationship between psychological processes that evolves over time, especially between thought and language, with these functions at times intersecting and later bifurcating — even aligning in parallel — during microgenetic human development. Following Vygotsky’s postulates, in this article we explore the TOT experience as an episodic gap between thought and language during daily psychological activity. Then, the notion of metacognition in psychology is adjunctly revisited and reviewed. Based on theoretical developments on the notion of feeling-of-knowing, the TOT experience and metacognition are reframed as affective phenomena and the accuracy of the traditional interpretation of metacognition as a cognitive-intellectual monitoring system is put into question. Finally, the article discusses possible contributions the TOT phenomenon and the feeling-of-knowing might offer to educational practices and processes.
ABSTRACT
Indigenous West Papuan children live with the political legacy of the Indonesian colonization of their region, which shapes their beliefs and attitudes towards their identity and culture. Working with three Indigenous Lanninese children in West Papua within a qualitative case study methodology, we explored the role education can play in preserving Lanninese culture and identity by increasing students’ sense of place. The increasing use of labels of worthlessness among Indigenous West Papuans, along with feelings of being distinct from Indonesians — who contribute to the devaluation of the West Papuan identity — were unconsciously taken up by children. Initially, the stigma of having black skin and curly hair triggered the students’ feelings of racial discrepancy and worthlessness, causing Lanninese students to imitate Indonesians. However, the implementation of a place-based education curriculum titled ‘Who is Papuan’ helped them acknowledge their identity and culture. This curriculum was designed in collaboration with elders and a native teacher to utilize the funds of knowledge centred on local place characteristics and cultural values and was delivered using bilingual and culturally responsive teaching and learning approaches.
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：