Subject: Coming to terms
From: adamson (adamson@mail.sp.myu.ac.jp)
Date: Mon 24 Jan 2000 - 02:41:46 MET
From: adamson <adamson@mail.sp.myu.ac.jp> Subject: Coming to terms Date: Mon, 24 Jan 2000 10:41:46 +0900
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[adamson] Muhammad Khalifa Betz says that he does not see the connection
between linear/non-linear learning and brain functions and I agree, but he
goes on to sight examples of what he says are not learning: watching a TV
show, driving to the supermarket, walking to the mailbox, watching a
basketball game. I would like to argue that these are all activities that
result in learning and are basically no different from what happens in a
classroom lesson. The result of all of these activities, including the
classroom situation, is a modification of the contents, or state, of the
brain. Isn't this the goal of education - the modification of the contents
of the student's brain? One thing is sure. The sponsors of the TV program
certainly think that learning is going on. The spend vast sums of money to
insure that at least some of the audience learn to associate certain needs
with their product.
What is happening in the above situations is not necessarily conscious learn
but it seems to be that it is learning. I believe that we have to consider
at least two dimensions when thinking about learning. First there is the
conscious/non-conscious, or the explicit/implicit dimension. This particular
dimension is the battleground for the arguments among language teachers as
to whether grammar should be taught or not. The other dimension that we must
consider is the self-initiated/other-initiated dimension. Is the student
learning because they want to or because some outside force has decided that
they should know certain information. Schools are generally well toward the
other-initiated end of the axis, while hobbies like Muhammad's Arabic are
toward the self-initiated end.
All aspects of a set of materials will be different, depending on the
author's decisions as to where the learning will take place along these two
axes.
Charles Adamson, Ph.D.
Professor, School of Nursing
Miyagi University
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