Learning as a process

What is learning?

We all know what learning is, in our own ways. Expectedly, the discussion on this question is more about exploring how appropriate is what we think learning to be. It will be easier to get to what learning is if we begin by discussing what learning is not, because we register differences with prior knowledge more sharply compared to similarities.

Based on the popular perceptions of learning, here is a list of five of what learning is NOT:

  1. Higher marks or grades do not necessarily reflect better learning given the way we design, evaluate and report tests/exams/assignments.
  2. ‘How much is reproduced’ out of memory is not necessarily reflective of the level of learning in a ‘language deficient’, rote-based learning environment.
  3. Mere information about subjects or topics, without commensurate skills and associated attitudes towards the subjects or topics is not effective learning in current times of click-away access to the world of knowledge. For example, there is no real learning in being informed of the need to exercise but not being skilled in any exercise and not having the attitudinal disposition to be disciplined in exercising.
  4. All-correct, neat, and extensive classwork and homework do not necessarily indicate the level of learning of the content of classwork and homework; mistakes, shifting perspectives and different presentation are all closely associated with good learning.
  5. Being good in isolated topics/concepts is not necessarily a sign of good learning because ‘learning is an ability/ a process’ and cannot really be achieved in silos, e.g. one is not likely to be good in trigonometry unless one is good in geometry or one cannot be very good in physics unless one is good in certain sections of maths too.

And here is what we think learning IS –

  1. Learning is a qualitative increase in the capacity to learn ‘new things’, learning is really about ‘learning how to learn’.
  2. Learning is a very dynamic process – there is continuous construction and deconstruction of knowledge, learning is in continuous application of knowledge.
  3. Learning is a 24 X 7 process – a learner is always learning, in every situation – formal and informal.
  4. Learning is holistic – it is reflected in changes in knowledge, skills, and attitudes as well as increasing ‘cross connections’ across domains of memory (e.g. multi-disciplinary, multi-sensory integration)
  5. Learning is personal – it is greatly reflected in the uniqueness of one’s class notes, visual notes, responses, replies, and parenthesis.

Happy learning – for you and your family!

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