OPTION #2: 

Collaborative learning is one of the learning experience examples in relation to the social mind. For instance, a class is having a debate in relation to the advantages and disadvantages of Artificial Intelligence (AI). According to Mercier (2011), the ability to formulate an argument indicates that a person can be qualified to have extensive critical thinking. In debates, the participants are not just arguing but also sharing different perspectives and knowledge. Following the concept of social mind, in which people can develop their thinking skills and creativity through human interaction, this learning experience will shape their collaborative learning as they pass down and argue which is the most convincing part or claim.

Collaborative learning has a wide variety of offers to an individual. In this case, humans do not just acquire skills and mindset from one another, but it also strengthens the interaction and relationship between people. By doing debates, a student can gather ideas needed to accept or to counterback. It shapes their critical thinking and argumentative skills.

Through practicing the collaboration between minds, they are already practicing the real-life situations and may apply the learning they had, particularly the interaction and communication skills they practiced throughout their contact. Indeed, collaborative learning is part of an individual’s daily life and several opportunities to share and learn makes them more efficient and useful for the functioning of society.

Cornell University. (2025). Collaborative learning. Center for Teaching Innovation; Cornell University. https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/collaborative-learning

Majidi, A. el, Janssen, D., & de Graaff, R. (2021). The effects of in-class debates on argumentation skills in second language education. System, 101, 102576. https://doi.org/10.1016/j.system.2021.102576

Mercier, H. (2011). Reasoning serves argumentation in children. Cognitive Development, 26(3), 177–191. https://doi.org/10.1016/j.cogdev.2010.12.001