You’re both watching the same game, but do you think you’ll see what the football manager sees? No. So, suppose you’re watching a football match, and you’re a novice, and sitting next to you is a football manager.

So if you’re a novice, it’s not true that the best way to help you understand something new is just to tell you, simply because the extent to which you can as a novice encode something is a function of what you see. Lecturing, as the starting point of learning something new. If you make the grade, that’s great, but what about everybody else? It can’t just be about the people who get it. It was probably a disaffection with the idea that either people make it or they don’t, and it’s their fault. I had great teachers but, growing up in India, the competition in schools was so cut-throat, and it was the same in Singapore. Growing up, dinner table conversations were about something or the other – it doesn’t matter what the topic was – but there was always the sense that you have the right to an opinion, but you must take that right on to the responsibility of building an argument. Maybe it’s Indian culture – Amartya Sen wrote a book called The Argumentative Indian that resonated years later after I’d left India when I read it.ĭid your own education lead you to want to understand how people learn? I grew up there and my family is still there. His research has tackled questions ranging from how students can fail productively to whether stereotypes affect learning. Before Switzerland, his academic career took him to the United States, Hong Kong and Singapore. Identification of future obesity risk during infancy was viewed positively however the use of a non-judgemental communication style was viewed as imperative.Manu Kapur holds a chair in learning sciences and higher education at ETH Zurich. Parents were hesitant about health professionals identifying infant overweight as believed they would recognise this for themselves, in addition parents feared judgement from health professionals. ResultsThree main themes emerged from the data: 1) Identification of infant overweight and obesity risk. This study explores parents’ views on identifying future risk of childhood overweight and obesity during infancy and communicating risk to parents. Engaging parents of infants is paramount for success however the literature suggests there is uncertainty surrounding the use of such tools with concerns about stigmatisation, labelling and expressions of parental guilt. BackgroundRisk assessment tools provide an opportunity to prevent childhood overweight and obesity through early identification and intervention to influence infant feeding practices.

Dr rachel cook anglia ruskin