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To explain the processes involved in rewriting one’s way of understanding phenomenon.

A model for characterizing cognitive conceptions of learning and unlearning is described through a historical, current, and forward thinking approach to understanding content. Ideas for the reorganization of information are proposed alongside application-oriented means of implementing learn over theory in classrooms.

For cognitive development to ensue, we must capitalize on students’ existing knowledge and ways of knowing the world through chance plus selection, piggy-backing, affective boosting/field facilitation, imitation, learning support systems, bias, LC learning, use of spare mental capacity, and the need for coherent self-concept.

Through effective facilitation of their learning, students can hone their skills, recognize their efforts toward their successes, write and rewrite their existing schematic frameworks, develop and maintain positive self-concepts, and advance their systems for understanding their worlds and how to progress to subsequent levels of attainment independently.

While concentration of population in urban areas continues, limited contact with ecological dynamics undermines awareness on human dependence on ecosystems. However, demands on ecosystems have never been higher than in today's urbanized planet, and cities make major contributions to global environmental problems. Enhancing green and blue infrastructure (GBI) in cities can reduce the ecological footprints of cities, while enhancing urban resilience and quality of life for their inhabitants. Urban GBIs provide multiple benefits to people in the form of ecosystem services (ES) and hold potential for providing nature-based solutions (NBS) to address urban challenges.

To adequately evaluate the ES provided by GBI, researchers have recently advocated integrated valuations. Integrated valuations aim at overcoming the limitations of the traditional single discipline and narrow approaches, by considering the multiple ways in which humans benefit from nature across the economic social and cultural domains.

In this chapter, we present examples of integrated valuations of ES in two Spanish cities, Barcelona and Bilbao. Both examples combine different valuation techniques and metrics, both monetary and nonmonetary, to account for the ES provided by urban GBIs and to assess their potential as NBS.

Our case examples show that urban GBIs provide many valuable benefits to urban dwellers. One of the clearest outcomes from these infrastructures is cultural ES, especially the multiple recreation and leisure opportunities they provide, which in turn has a remarkable positive effect on human health and well-being.