Part 1/11:
Rethinking Education: Emphasizing Autobiographical and Transcendent Thinking
A fundamental misconception pervading our education system is the notion that its primary purpose is to support measurable learning outcomes. Traditionally, these outcomes have been operationalized mainly through two types of memory: semantic memory—recalling facts—and procedural memory—the mastery of skills and processes. However, this narrow focus neglects a crucial, often overlooked component of human cognition and development: autobiographical memory.