Learning Is Non-Linear. Why Not Curriculum? Before talking about linear learning, I need to firstly point out, for the uninitiated that one of the issues raised by heutagogy is that dictionary and psychological definitions of learning are a little out of date. More recent neuroscience evidence has led me to think that learning can be thought of in at least two levels. There are probably more but two will suffice for now. On the one hand is the acquisition of knowledge and skills or what are better known as competencies. On the other is deeper learning, when we make associations in our brains that lead to Ah Ha! moments or new insights. This deeper learning means that the learner is now seeing the world in a new light and has a whole set of new questions to ask based on this learning. It changes the course of their inquiry. This learning may not happen when learning competencies or when the teacher thinks it will. It may be days, months or years later and usually occurs when the person is doing something. Competencies are essential, no question of that, but they are the first step in learning–the minimal level. Humans have a habit of thinking in a linear fashion. It’s not hard to know why we do this. Like a lot of human mental activity, it’s a short cut that saves us effort and energy: like fast thinking that Daniel Kahneman talks about. It also simplifies a complex world. We like to think in terms of this leads to that, then that and so on. Humans like to find causation even when phenomena are only associated by temporal proximity. Explanations are important to us and if there isn’t a convenient one at had then we find one: hence our predilection for superstition in all its various forms. teachthought/learning/learning-non-linear-curriculum/
Posted on: Mon, 03 Nov 2014 19:56:37 +0000