b PatternSystemThkg

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-+,+6&)+- ("+ #-+* &0 )*((+'. ("#.5#.2 *$ *. *))'&*3" (& 6+*'.#.2; From the perspective of learning

that focuses on patterns, we need to consider Gees (1997) assertion that,

Because the world is infinitely full of potentially meaningful patterns and sub-patterns in anydomain, something must guide the learner in selecting patterns and sub-patterns to focus on. This

something resides in the cultural models of the learners sociocultural groups and the practices andsettings in which they are rooted. Because the mind is a pattern recognizer and there are infinite

ways to pattern features of the world the mind is social (really, cultural) in the sense thatsociocultural practices and settings guide the patterns in terms of which the learner thinks, acts,

talks, values, and interacts. (p. 240)

From this perspective, Gee is pointing to the notion of transdisciplinary, meaningful patterns and to the

mind as a pattern recognizer. Certainly, the embodied nature of patterns in our biological and culturalminds lends itself to pattern recognition as a basic function of the mind.


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The notion within pattern thinking that tests the applicability of functional patterns across

contexts involves another frequently overlooked thinking process called abductive thinking. In otherwords, abduction is a reasoning process that examines how certain ideas fit across contexts. Abduction

occurs all of the time and is fundamental to the transfer of learning, but is not addressed in most of thetransfer literature. Although abductive reasoning has been utilized in anthropology and served as a major

mode of thinking for Gregory Bateson (1979/2002; 1991), it has not been addressed to any significant

degree in the psychological literature.

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