LOOPING TO THE MIND CYCLE IN STUDENT’S IDEA GENERATION

Abstract. The intention of this paper goes back to the idea of developing a graduate student’s ability to grasp the fact of “designful” plagiarism when writing a master’s thesis. The academic advisor has the occasional challenge of guiding a student on the path of learning to self-organize and be self-reliant, in addition to managing the scientific issue itself. In his role as facilitator, he should regularly monitor his mentee’s train of thought rating his findings and biases when generating ideas. Clear awareness of the student’s actions in his/her progress towards the research goal and the use of cognitive correction techniques will allow the facilitator to take the student’s mental effort from being “inexperienced” to being consciously looped. Understanding the purposefulness of scientific scrutiny of “order and chaos” in the research mindset leads to the development of different methodologies. The analytical method in question, applied to observe and study students’ research text-generating procedures, helped pinpoint fallacious operations that cause plagiarism and align them towards creative thinking via a cyclic mindfulness-based approach. This approach results in a cycle of relatively sequential mental segments which, after having been locked at the point of a particular problem resolved, are being unfolded with another or iterative behaviour to generate a new one.

The cycle is posited as CYCL:E in thinking motion in two guises: “from right to left” and “from left to right,” tentatively speaking, from emotional state to intellectual effort and, vice versa, from intellectual capability to emotional intellect considering conditional functionality

⃗⃗⃗⃗⃗
of the two cerebral hemispheres, as follows: (𝐿𝑅) CYCL:E ∞ E:LCYC

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(𝑅𝐿): contemplation – “yaw” controllability – conceptualization –

localization : equilaterality (Contemplator : Educator) ∞ em’plotting – lay person’s logic – conventionalization – yielding the value : conscious of self-sufficiency (Em’plotter : Conscious of Self). These two schemes entail common questions when starting activities: Who are you? – Do you have any core competences? – What are you offering? – Why do they care? – Who are you offering (research) to? Having regard to answers to those questions it is possible to represent idea generation operations which are intrinsic to em’plotter (person contrived to embed research plot into other people’s ideas) or contemplator (individual aware of moving from strategic to result and self-actualizing while submitting educator’s suggestions.

Keywords: contemplator, em’plotter, idea generation, mind cycle, plagiarism