Through multidisciplinary integrated learning, we are in with a chance to enhance consciousness or wisdom. When we use metacognitive practices (thinking about thinking, learning about learning or developing self-awareness through self-reflection) along with enhanced learning, we will be en route to higher levels of human development. At higher levels of human development, our well-developed and integrated cognitive networks or functions appear monitor and control our emotions appropriately. As a consequence of our well-monitored and controlled emotions, we seem to use our cognitive resources for highly purposeful activities. The result is a well inter-controlled cognition-emotion interface that makes us better decision-makers and problem-solvers. Highly evolved individuals at higher levels of human development appear to demonstrate well-controlled emotions by means of empathy, tolerance and resilience.
Metacognition is an advance level of thinking as is about reflecting on your thinking and the process thereof on the other hand conscious is a stage of which a person is aware of something that is related to brain awareness as is the opposite of unconscious
Self-awareness is a higher level of consciousness wherein the self steps outside of the boundaries of thinking to observe, monitor and potentially change self definitions, choices, etc. Sometimes these choices are good for the self nd sometimes they are not -- however, these re differences in maturity, experiences, or supports or resources.
Hi Chandana:
I far as I get your question, you ask what would be the possible relationship between metacognition and consciousness.
A comprehensive answer to your question would imply to write one or several books. Hundreds of researchers and theorists have performed research and theorized about consciousness, awareness, metacognition and the like. John Flavell and Antonio Damasio are but two examples. So, what follows is a brief answer to your timely, interesting and highly debated question.
Literally, to be conscious of this or that means to be aware of something, be it internal such as I am aware that now I am happy, satisfied, and content, or external such as I and aware that today is the first day of 2017. As Bentano put it a long time ago, one's consciousness is always intentional, that is, it refers always to something, be it, as just mentioned, internal or external.
Literally, metacognition is cognition about cognition, thinking about thinking, learning about learning, remember about remembering, and the like. Metacognition is at issue, when, for example, I know that you know what I know about what you are thinking now about me. This chain of knowing about knowing seems to have, in principle, no limit. This means that metacognition is a higher level of thinking and knowledge, which is not, for example, of young children. Of course, one's metacognitive capacity should have crucial effects on one's capacity to learn, to remember and the like. In other terms, metacognition is intellectual power to the individual. Needless to say, those who are capable of that chain of knowledge are entitled to be more effective learners, to monitor their learning, and regulate their behaviors more than those who are in lack of it. There is amassing empirical evidence that lends support to this difference even in terms of our brain's functioning. Educators, among others, could greatly take advantage of teaching to their students' metacognitive skills. When equipped with this powerful skills, students may profit a lot from applying them, for example, to learning situations, just to cite an example.
Therefore, the existence of a relationship between metacognition and consciousness and self-awareness seems to be more than natural. This relation between consciousness and metacognition should be seen in bidirectional, not in unidirectional terms. In other words, metacognition represents a high form of consciousness and self-awareness. However, without one's capacity for being conscious and self-aware, one's would not be capable, say, of metacognitive knowledge, be it declarative knowledge -- I know that -- procedural knowledge -- I know how -- or meta-reflective knowledge -- I know that you know what I know about you....
I totally agree with you that when we use metacognitive practices (thinking about thinking, learning about learning or developing self-awareness through self-reflection) along with enhanced learning, we will be en route to higher levels of human development.
Go ahead with your project and good luck.
Best regards.
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