Learning involves a mastery of different languages, images, formulas and a process, called taxonomy, of rationally relating these nine varied features of our intelligence. Knowing how you learn is important since recent neuroscience reveals today that what you learn in the first grade is not really consolidated into long-term memory until you are a sophomore in high school.

John Medina talks about long-term memory at Town Hall.

1. a sensory-motor function (symbolized by the right diagonal [/] line) and
2. a perspective imposed on what we learn (symbolized by the left diagonal [\] line).

For example the relation of a picture to words is a process requiring deliberate use of language to describe patterns one perceives that give meaning and lasting significance to the picture, photograph, diagram or graphical representation:

Canyon waterfall

Meaning

Literal: the sculpted landscape in sandstone carved by water falling and carrying with it an abrasive force that wears down the rocks in the shapes seen here. Figurative: the nourishment of life giving water to a parched rock and sand strewn desert brims over with cool, moist loving plants and animals who find refuge in the well fed streams of the the canyon. A baptismal of beauty brought by melting snow to the low lying deserts.

Learning can also be understood as a repetitive experience where details are added to previously existing information in an articulation of some original, but imprecise impression. This is a formative process of revisiting original assumptions and seeing if one's original biases have changed; have they been displaced by far more certain concepts.

One test of effective learning is the capacity of people to solve problems in new and more effective ways.

The process is cyclical and includes several steps, but the order is not as important as the purposeful act of constantly revisiting one's initial assumptions and gathering evidence to refute or to modify your initial stance or perspective. The steps include, but are not limited to:

1. choose a goal or expectation in a well defined problem *.
2. compare with reality
3. identify divergence (differences between the real and the ideal or the actual and the expected)
4. select an aspect of the dilemma (where exactly do the authorities disagree, how do the arguments explain different viewpoints?)
5. consider the alternatives (what are the specific views that clash?)
6. evaluate the consequences of the diverse solutions (what if you accept opposing arguments?)
7. select a solution to see what happened in a particular example, called a case-study.
8. execute the solution by recommending how the outcome is effective or how you might alter and apply a more effective solution to your problem.

More about learning

Before you begin it is useful to discuss with others any difference you detect between an existing and a desired state of affairs. This difference between a desired and any currently existing condition is the recognition of a dilemma; indeed, that is the definition of a problem.

Any problem has to be defined clearly. Many people perceive problems differently and some may see no problem at all where you detect a real dilemma. A problem then arises from any set of conditions where the expectation, or the desired outcome is at odds with the current condition or existing experience.

Next, more about learning styles

 

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Last Updated on July 15, 2007

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