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Analysis

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The Pedagogy of Self-Authorship
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Abstract

Subject B’s statement about the elegance of metacognition well-frames this discussion. The simple definition of “thinking about thinking” (Flavell, 1979) captures an infinite complexity that is akin to the mathematical expression of relativity in physics, and yet somehow, to this point, has escaped meaningful mathematical expression. It is a statement that carries with it far-reaching practical implications for our understanding of learning. Much like the way relativity explains the motions produced by gravity, imbuing those who understand it with an unprecedented ability to influence and control the physical world, it is believed that metacognition unveils the features of learning in such a way that it imbues those that understand it with an unprecedented ability to control their mental world.

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Correspondence to Philip R. Hulbig .

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Hulbig, P.R. (2023). Analysis. In: The Pedagogy of Self-Authorship. Springer, Cham. https://doi.org/10.1007/978-3-031-41436-7_6

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  • DOI: https://doi.org/10.1007/978-3-031-41436-7_6

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  • Publisher Name: Springer, Cham

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