HeyJaredThe Guided Intellect: Ilm, Aql, and the Science of Learning
Exploring the intersection and integration of cognitive science, cognitive psychology, Islamic epistemology, and education—translating research into practical strategies for teaching, learning, and intellectual growth.
- Indexed issues, last 90 days
- 11
- Latest publication
- Sep 18, 2026
- Audience
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- Earliest in this view
- Jul 12, 2026
Latest issues
Building a Skyscraper on Sand: The Fatal Flaw in Estonia’s “AI in Education Leap” (opens the original)
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From Task Completion to Cognitive Architecture: Redesigning Out-of-Class Practice (opens the original)
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Anyone who has sat through a curriculum meeting knows that homework is a perpetual battleground. For years, we have been caught in a looping argument over minutes and volume, debating whether to assign an hour a night or scrap it entirely. It is an exhausting conversation, largely because we are measuring the wrong things.A recent three-level meta-analysis looking at 29 independent studies and over 35,000 students is finally shifting the lens. The data points us away from obsessing over the cloc
Cognitive Offloading in the Classroom: How External Notes Compromise Internal Learning (opens the original)
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Deconstructing Concept-Based Curriculum: Why the Engine Behind CBCI Fails Cognitive Science (opens the original)
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Walk into any IB workshop or international school leadership retreat, and you will hear the same promises: we are teaching students how to think, not what to think; we are moving beyond "2D" factual recall into a "3D" world of timeless, universal concepts. Concept-Based Curriculum and Instruction (CBCI), pioneered by Dr. H. Lynn Erickson in the mid-1990s and expanded by Dr. Lois Lanning and Rachel French, has spent thirty years positioning itself as the modern alternative to traditional, fact-he
Beyond Burnout: How Teachers Craft Their Work and Why "Purpose" Drives the Process (opens the original)
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