If the goal of teaching is learning, then how exactly does the brain make a difficult concept instantly clear?
I’ve been a student of how the human brain works for as long as I can remember, particularly since the early days of my teaching. Teaching is moot if actual learning lags. Learning is difficult by definition, and making it sticky is even more challenging.
This article provides a status update on research into what “insight” is, how it is formed, and how it aids learning and long-term memory. Worth a read.
In the age of generative models, a better understanding of how insight is formed and the role of cause-effect triggers (water rises – Eureka!) is increasingly valuable.