A new conception of knowledge, a new conception of learning: from Tetris to Rubik's cube

摘要

The generation of new knowledge through scientific methodology implies an artificial reductionism, modelling and systematisation of complex natural phenomena. Consequently, the learning of discrete units of scientific knowledge, without the appropriate pedagogic strategies, may produce an unwanted side-effect in the learner, namely, the absence of a global vision of complex phenomena as a whole. In health professions, the lack of such critical skill may result in potentially avoidable professional errors.