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I'm not impugning establishments, individuals, classes and situations around the world where and among whom true learning may well be taking place; but I am seeking to defined that inspired interface at which the most exciting type of learning takes place..... A new - and unexplored - area.
I'm not impugning establishments, individuals, classes and situations around the world where and among whom true learning may well be taking place; but I am seeking to defined that inspired interface at which the most exciting type of learning takes place..... A new - and unexplored - area.
I'm not impugning establishments, individuals, classes and situations around the world where and among whom true learning may well be taking place; but I am seeking to defined that inspired interface at which the most exciting type of learning takes place..... A new - and unexplored - area.
Learning is not External. It is not Located Where you Think !
Studying is not learning; and the expectation that people should first and foremost study is perhaps based on a failure to analyze the true facts of the matter. Teaching is or should be ! the act which aims to open someone elses mind to the possibility of learning, and consists in its preliminary phase in an act of tuning in to the other person, or people, involved. That may be tricky, as its a two-way transaction. And after that more difficult it involves leading the students to the Elysian Fields of learning themselves. 2
The simple act of going there nonetheless requires a map; intuition, focusing, calm, order, volition, judgement and quite a lot of trust. Its something which can be factored into language learning lessons quite easily, in fact . . . And it also seems to require personal contact (when two or three are gathered together); while it may profitably operate in a group setting as well . . . Then the eyes of the student and teacher meet ; and at that moment of complicity, their real focus is not on each other, nor even on the material under scrutiny; but first and foremost and for a split second! - on finding that hidden and maybe frequently lost domain where real learning really occurs. Once there, it will act upon us.
Julian Barnes describes adolescence as portrayed in the novel, The Lost Domain by Alain-Fournier as a double negative [which] becomes a positive; but the lost domain of learning is probably a surer and more readily retrievable locale: all positives, if you can find it; and one fit to 3
dissipate any understandable clouds of negativity in our adolescent students! So what Im wondering about is how to create a brighter future, intellectually speaking, for everyone ! The domain of learning is also a place readily re-visitable certainly by adults, free of complexes. . . And, once the key has been found, by the children, too. . . * Before localizing this lost domain, however, we need to debunk certain myths, e.g. that learning happens in the classroom, or in a students mind after he or she has encapsulated some small piece of information. Facts can certainly settle then, and there, and I dont dispute - increased maturity of understanding can naturally arise; but this is part of living and growing itself; and is not essentially related to learning. To true learning I give the highest place; and I think Shakespeare was also talking about it when he wrote, Let me not to the marriage of true minds /Admit impediments. What happens, rather, in the classroom in general in pacific conditions if they can be made to arise is : the distribution of information and its being noted down by students. 4
* True learning may thus be rather rare; it needs to be kindled, rather: and evoked. Its the mutual opening of a door to an new and mysterious world to which we have access if we set up the conditions properly.
Michel Thomas, pictured above, discovered and certainly knew how to set up those conditions, as can be seen if one looks closely at the teacher-student exchanges in The Language Master. And even where the adolescent students he was teaching who were never warm remain sceptical, he at least won all of them over, not so much to himself or his material, as to the magic of visiting the place where learning occurs, about which he was consistently so enthusiastic. 5
Its a place which can be visited only if the harmony and psychological temperature of the classroom are sufficiently connected, as a result of the compliant and co-operating intelligences gathered there; who collectively can achieve that absolute zero at which a meditative approach to ones material arises: accessing the place at which learning, truly occurring for brief flash, can be brought down from Heaven to Earth.
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Or up from the Underword, as the ancients believed . . . Not only that, but we will find then that an account has been opened in our name in this hallowed place; and that the more frequently we revisit it, the greater the interest there will be, which will accrue to our benefit. Its mysterious, but its as if some personal genius in the Gardens of Learning, charged with maintaining and improving the material of our unique consideration, is there just for us. . . And however long the gap between our visits, no worries, the genius will still be there for us! Ones learning can thus improve without ones doing anything about it at all ! Nothing but a little waiting . . .
I remember being told that Dr Ruth Saw, an exceptional but little-known Professor of Philosopy at Birkbeck College, London, in the early-to-mid post-war period, when 7
asked on what basis she would decide whether to trust another persons artistic judgment replied, I would look into their eyes! Such tenderness was not much in tune with the rigorous thinking of that time But of her, Harold Osbourne, a kindred spirit, wrote: There are people who are remembered for their achievements in Science, in Art, in Philosophy[and] the personality behind the achievements is of secondary importance. There are others who were remembered for what they were, for the direct impress of their personality and the impact of that indefinable aura which makes personality what it is: Ruth Saw belonged to the latter type. . . So my stress these last days is less about how to achieve things at all costs, than to be concerned with seeking out exactly where learning may be found; and with nourishing it and others personalities in the process. . . * I take no sides in these disputes, these delicate storms in Wedgwood porcelain.. wrote J.N. Findlay, a colleague of Osbourn; and famous for his, The Perspicuous and the Poignant: Two Aesthetic Fundamentals. . . and thats wise, too. But then he goes on: Aesthetic canons spring from human nature as such, and not merely from contingent human nature but from that 8
absolute human nature which makes us conscious and rational animals. . . One cannot remove the persipicuous and the poignant from the aims in which we qua conscious develop an ever increasing zest The same goes for learning: the abolute and trustworthy spark which provides the real magic and meaning to our intellectual and emotional lives. Its part of absolute human nature, and time it was more widely caught sight of. Birkbeck College, London a great inspiration to many Carrick-a-Rede Rope Bridge, Northern Irelanda hair- raising walk to a new place.
HOW WE THINK & Other Works Concerning the Logic of Human Thought: Including Leibniz's New Essays; Essays in Experimental Logic; Creative Intelligence; Human Nature & Conduct
The Whole-Brain Child by Daniel J. Siegel, M.D., and Tina Payne Bryson, PhD. - Book Summary: 12 Revolutionary Strategies to Nurture Your Child’s Developing Mind