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Lernen

 

 

 

Bildung, Bleiglasfenster
Amerikanischer Mäzen Charles Lewis Tiffany
(1812-1902) und Tiffany Studios, 1890,
Linsley-Chittenden Hall, Yale University

 

Lernen besteht in einem Erinnern
von Informationen, die bereits
seit Generationen in der
Seele des Menschen wohnen.

Sokrates griechischer Philosoph im Dialog
mit seinem Kollegen Platon

 


 

Den Willen des Himmels erlauschen

Mit 15 Jahren fasste ich den Entschluss, mich dem Lernen zu widmen.
Mit 30 Jahren stand ich fest auf dem Boden.
Mit 40 Jahren ließ ich mich nicht mehr von meinem Ziel abbringen.
Mit 50 Jahren erfuhr ich den Willen des Himmels.
Mit 60 Jahren schenkte ich den Geboten des Himmels ein gelehriges Ohr.
Mit 70 Jahren konnte ich nach Herzenslaune handeln,
denn meine Absichten durchkreuzten nicht mehr den Willen des Himmels.

 

Quelle: ► Konfuzius (551-479 v. Chr.) chinesischer Weiser,
Sozialphilosoph, Stifter der chinesischen Staatsreligion, Quelle unbekannt

Fünf Lernstationen

 

1. Ich gehe die Straße entlang.
Im Bürgersteig ein tiefes Loch.
Ich falle hinein.
Ich bin am Ende. [...] Ich bin hilflos.
Aber ich kann nichts dafür.
Es dauert ewig, hier wieder herauszukommen.

 

2. Ich gehe die gleiche Straße entlang.
Im Bürgersteig ein tiefes Loch.
Ich tue, als sähe ich es nicht.
Ich falle wieder hinein.
Ich kann nicht glauben, dass ich wieder drin stecke.
Aber ich kann nichts dafür.
Und wieder dauert es lange, bis ich herauskomme.

 

3. Ich gehe die gleiche Straße entlang.
Im Bürgersteig ein tiefes Loch.
Ich sehe, dass es da ist.
Und ich falle wieder hinein. […] Es ist schon Gewohnheit.
Meine Augen sind auf.
Ich weiß, wo ich bin.
Ich kann sehr wohl etwas dafür.
Ich steige sofort aus.

 

4. Ich gehe die gleiche Straße entlang.
Im Bürgersteig ein tiefes Loch.
Ich gehe drum herum.

 

5. Ich gehe eine andere Straße entlang.

 

Quelle: ► Portia Nelson (1920-2001) US-amerikanische Sängerin, Liedermacherin, Schauspielerin, Schriftstellerin,
There's a Hole in My Sidewalk. The Romance of Self-Discovery, Autobiography in five short chapters,
Popular Library, 1977, Beyond Words Publishing, 35th anniversary edition 21. February 2012

Umfeld des Lernens

Da das menschliche Gehirn […] nicht wie ein Feststoff-Computer, sondern wie ein elektrisch-kolloidaler Computer arbeitet, folgt es auch den gleichen Gesetzen wie andere tierische Gehirne. Das heißt, die Programme gelangen […] als elektrisch-chemische Verbindungen ins Gehirn.

Jeder Programmsatz besteht aus drei grundlegenden Teilen:
1.Prägungen Dies sind mehr oder weniger eingeschweißte Programme, die das Gehirn von seiner Anlage her nur in bestimmten Stadien seiner Entwicklung verarbeiten kann. Diese Stadien werden in der Ethologie als Zeiten besonderer Prägungs-Empfindlichkeit bezeichnet.
2.Konditionierungen Diese Programme bauen sich auf den Prägungen auf. Sie sitzen loser und lassen sich mit Hilfe von Gegen-Konditionierungen ziemlich leicht verändern.
3.Lernen Dies ist noch lockerer und durchlässiger als die Konditionierungen.
Quelle: ► Robert Anton Wilson (1932-2007) US-amerikanischer Universalgelehrter, Philosoph, Psychologe, Futurist, Anarchist, Bestsellerautor, Romanschriftsteller, Der neue Prometheus, Kapitel 2 Hardware und Software: Das Gehirn und seine Programme, Hugendubel, 1983, Neuauflage August 2003

Theorie der multiplen Intelligenzen – Howard Gardner

Intelligenzpallette aus neun verschiedenen ebenbürtigen Intelligenzen
Der US-amerikanische Professor für Erziehungswissenschaften an der Harvard Graduate School of Education Howard Gardner
stellt die klassischen psychometrischen Intelligenztests in Frage. In seinem Buch Abschied vom IQ (2005)
bot er eine Pallette von neun verschiedenen Intelligenzen an.
༺༻Intelligenz-
Modalität
AttributLegendeBerufsgruppenBerühmte Persönlichkeiten
1.Sprachlich-linguistischLinguistische IntelligenzSensibilität für die gesprochene und die geschriebene Sprache, Fähigkeit, Sprachen zu lernen und Sprache in bestimmter Weise zu gebrauchenRechtsanwalt, Redner, Dichter, SchriftstellerWilliam Shakespeare, Johann Wolfgang von Goethe, Homer
2.Logisch-mathematischVernunftFähigkeit, Probleme logisch zu analysieren, mathematische Operationen durchzuführen und wissenschaftliche Fragen zu untersuchenMathematiker, Logiker, NaturwissenschaftlerAristoteles, Euklid, Al-Chwarizmi, Blaise Pascal, Leonhard Euler, Carl Friedrich Gauß, Kurt Friedrich Gödel, Gottfried Wilhelm Leibniz
3.Musikalisch-rhythmischMusikalitätBegabung zum Musizieren und Komponieren, Sinn für musikalische PrinzipienMusikerJohann Sebastian Bach, Wolfgang Amadeus Mozart, Ludwig van Beethoven
4.Bildlich-räumlichRäumliche IntelligenzTheoretischer und praktischer Sinn für die Strukturen großer Räume, Erfassen enger, begrenzten RaumfelderSeemann, Pilot, Bildhauer, Chirurg, Schachspieler, Ingenieur, Graphiker, ArchitektLeonardo da Vinci, Michelangelo Buonarroti,  Raffael, Vincent van Gogh, Pablo Picasso
5.Körperlich-kinästhetischGrobmotorik
Feinmotorik
Fähigkeit, den Körper / Körperteile (Hand oder Mund) zur Problemlösung oder Gestaltung von Produkten einzusetzenTänzer, Schauspieler, Sportler, Handwerker, Chirurg, experimentell arbeitende Wissenschaftler, technische Berufsangehörige, MechanikerMary Wigman, Anna Pawlowna Pawlowa
6.Naturalistisch Fähigkeit zu beobachten, zu unterscheiden, zu erkennen, Sensibilität für NaturphänomeneJäger, Sammler, Landwirt, Naturforscher, Umweltspezialist, Tierarzt, KochIsaak Newton, Albert Einstein, Charles Darwin, Albert Einstein
7.Interpersonell
Emotionale Intelligenz: John D. Mayer, Peter Salovey, Daniel Goleman
Soziale
Kompetenz

David Wechsler
Fähigkeit, Motive, Gefühle, Absichten und Wünsche anderer Menschen nachempfindend zu verstehen und Stimmungen und Emotionen zu beeinflussen (Empathie), Kooperationsbereitschaft, erfolgreicher Umgang mit MitmenschenEltern, Lehrer, Arzt, Verkäufer, führender Vertreter von Kirche und Staat, Vertreter der beratenden oder heilenden BerufeMahatma Gandhi, Nelson Mandela, Martin Luther King, Kofi Annan
8.Intrapersonell
Emotionale Intelligenz: John D. Mayer, Peter Salovey, Daniel Goleman
Selbst-
beobachtung
Fähigkeit, die eigenen Gefühle, Stimmungen, Schwächen, Antriebe und Motive zu verstehen und zu beeinflussen, situationsgerechte Selbsteinschätzung, treffsichere EntscheidungenSchriftsteller, Schauspieler, Künstler 
9.ExistenziellSpirituelle
Intelligenz
Fokus auf grundlegende ExistenzfragenReligiöser/spiritueller Führer, PhilosophDalai Lama, Jean-Paul Sartre

 

[*] Fünf verschiedene Denkschemata (Mindsets)
  1. Disziplinierte Intelligenz (kognitiv)
  2. Synthesizierende Intelligenz (kognitiv)
  3. Kreative Intelligenz (kognitiv)
  4. Würdigende Intelligenz
  5. Ethische Intelligenz

 

[*] Sieben Intelligenztypen – Eröffnung der Diskussion zu "multiplen Intelligenzen"
  1. Linguistische Intelligenz
  2. Logisch-mathematische Intelligenz
  3. Musikalische Intelligenz
  4. Körperlich-kinesthetische Intelligenz
  5. Räumliche Intelligenz
  6. Interpersönliche Intelligenz
  7. Intrapersönliche Intelligenz
H. Gardner: Mein kritischer Durchgang lässt klar erkennen, dass die Erweiterung der ursprünglichen Siebenerliste um den Begriff der naturalistischen Intelligenz gerechtfertigt ist.

 

Quellen (dt./engl.) von Howard Gardner, Ph.D. howardgardner.com (*1943) US-amerikanischer Assistenzprofessor der Entwicklungspsychologie, Graduate School of Education, Harvard Universität
Theorie der multiplen Intelligenzen
Abschied vom IQ. Die Rahmen-Theorie der vielfachen Intelligenzen, Klett-Cotta, 4. Auflage September 2005
Weitere Buchreferenzen (engl.)
[*]: Howard Gardner, Five Minds for the Future Five Minds for the Future, Google Buch Version, Harvard Business Review Press, Erstauflage 30. April 2007, 6. Januar 2009
[*] Howard Gardner, Frames of Mind, 1983

Vier Lernstufen – Neurolinguistische Programmierung (NLP)

Vier Lernphasen nach NLP
LernschrittVon Inkompetenz zur KompetenzZeitpunkt der LernerfahrungHimmel/Hölle1
1.Unbewusste InkompetenzVor dem Unterricht
Beispielsweise Autofahren lernen
Unbewusster Himmel
2.Bewusste InkompetenzZu Beginn des UnterrichtsUnbewusste Hölle
3.Bewusste KompetenzGegen Ende des UnterrichtsBewusste Hölle
4.Unbewusste KompetenzNach dem UnterrichtBewusst emergierender Himmel
Siehe auch:
Vier Entwicklungsebenen – Stanislav Grof
Vier Stationen der Geburt – Stanislav Grof

 

Vier Entwicklungsrunden während der Geburt und des Menschenlebens
༺༻Von der Pflicht
zur Kür
Himmel/Hölle2FokusKonsensuelle Bewertung
1.Pflicht-RundeUnbewusster·HimmelGeld- und Wissenserwerb, Überleben sichernPositiv bewertet, begrüßt
2.Pflicht-RundeUnbewusste HölleLieben lernenPositiv bewertet, begrüßt
3.Kür-RundeBewusste HölleWirkmacht von Dominationsmacht unterscheiden lernen, reifen, weise werdenAbgewertet, gefürchtet
4.Kür-RundeBewusster·HimmelTod und Wandel annehmenAbgewertet, gefürchtet
Referenz: ► Neurolinguistische Programmierung (NLP)

Lernphasen – Essen ♦ Kauen ♦ Verdauen ♦ Ausscheiden


E n t w i c k l u n g s s t u f e n
Anhand von Nahrungs- und Verdauungsmetaphern
StufeAusdruckBiblische
Metapher
Prozessorte
Wirkstoffe
NahrungQualitätEmpfänger-StatusAufnahmeartVerdauungs-
art, -dauer
1.Unbewusst"Im Munde süß"Mund
Körpereingang
Speichel
Milchbrei-
nahrung
Leicht-
verdaulich
Zahn-
losigkeit
Eingelöffelt bekommen
Schlucken
Passiv
Rasch
2.Halbbewusst"Im Magen bitter"Magen
Körpermitte oben
Magensäure
MischkostNormal-
verdaulich
MilchzähneTischmanieren
Selbständig essen
Mittel
3.Unterschwellig Bewusst"Scheidung der Geister"Darm
Körpermitte unten
Enzyme
Verfleischlichung
FleischnahrungSchwer-
verdaulich
Zähne – BissInnerliches Verarbeiten
Ausgiebig
kauen
Aktiv
Langsam
4.Gelebtes
Bewusstsein
"Vertreibung aus dem Paradies"
"Nicht vom Brot allein"
After
Körperausgang
Ausscheidung
Ausstrahlung
Wort Gottes
Aura, Prana
Wesenbildend
Essenziell
Eigener FleischkörperSich hingeben
Sich umwandeln (verdauen)
lassen
Integriert
See also: ► Essen – Aufnehmen und ► Loslassen – Ausscheiden

 

♦ Und die ihr solltet längst Meister sein, bedürft wiederum, dass man euch die ersten Buchstaben
der göttlichen Worte lehre und dass man euch Milch gebe und nicht starke Speise.
Hebräer 5, 13 (NT)
Milch habe ich euch zu trinken gegeben, und nicht Speise; denn ihr konntet noch nicht.
Auch könnt ihr jetzt noch nicht, dieweil ihr noch fleischlich seid.
1. Korinther 3, 2-3 (NT)
♦ Der Mensch lebt nicht vom Brot allein, sondern von einem jeglichen Wort, das durch den Mund Gottes geht. Matthäus 4, 4 (NT)

Zitate zum Thema Lernen / Learning

Zitate allgemein

Empfehlungen

  • Lerne zu scheitern oder scheitere darin zu lernen. Tal Ben-Shahar, Ph.D., US-amerikanischer Verhaltenspsychologe, Dozent in Positiver Psychologie, Harvard Universität, IDC, Herzliya, Israel, Autor, Video-Interview, präsentiert von Big Think, 23. September 2009

 

  • Bilde dich selbst und dann wirke auf andere durch das, was du bist. Wilhelm von Humboldt (1767-1835) deutscher Gelehrter, Philosoph, Sprachforscher, daszitat.de
  • Lernen ist das Einzige, das den Geist nicht erschöpft, das er niemals fürchtet und niemals bereut. Leonardo da Vinci (1452-1519) italienischer Maler, Universalgelehrter, Genie, Erfinder, Bildhauer, Architekt, Anatom, Geologe, Botaniker, Künstler, Ingenieur, Naturphilosoph, Schriftsteller, Aphorismus

 

  • Das Lernen vieler Dinge lehrt nicht Verständnis. Heraklit von Ephesos (535/520-475/460 v. Chr.) vorsokratischer altgriechischer Philosoph, Kritiker der oberflächlichen Realitätswahrnehmung und Lebensart, Aphorismus

 

  • Anfänger-Geist ist unser ursprünglicher Geist, ein wirklich leerer und unvollkommener Geist.
    Wenn unser Geist leer ist, ist er für alles bereit, ist er für alles offen.
    Im Anfänger-Geist liegen viele Möglichkeiten, in dem des Experten wenige. Shunryu Suzuki Roshi (1904-1971) japanischer US-amerikanischer Sōtō-Zen-Meister

 


Herbstszene, Avenue Raphaël
Paris, Frankreich, 18. November 2012
  • Es ist keine Schande, nichts zu wissen, wohl aber, nichts lernen zu wollen. Sokrates (469-399 v. Chr.) altgriechischer vorchristlicher Philosoph

 

 

 

  • Nichtlineares Lernen geschieht eher durch die Anlagerung an Vertrautes als durch den logisch fortschreitenden prozessorientierten Einsatz des Intellekts. Das Bewusstsein neigt dazu, sich als automatische Folge des Erwerbs neuer Informationen weiter zu entwickeln. Rückblickend kann es dann Informationen einordnen, die womöglich gefehlt haben oder nicht verstanden worden sind. Jede Enthüllung bringt die Integration voran und führt demnach weiter zu neuen Einsichten. Dr. David R. Hawkins, FU Das All-sehende Auge. S. ?, 2005

 

(↓)

Galieo Galilei wurde 1992 von der Katholischen Kirche rehabilitiert.

  • Man kann einen Menschen nichts lehren. Man kann ihm aber helfen, es in sich selbst zu finden. Galileo Galilei (1564-1642) italienischer Physiker, Mathematiker, Astronom, Philosoph, widerrief vor dem römisch-katholischen Inquisitionstribunal

 

 


Herbst in der Vorstadt,
Canterbury, Victoria, Australien
  • Bewältigbarer Stress funktioniert, wenn man Menschen bis an die Grenze ihrer Fähigkeiten belastet, aber nicht darüber hinaus. Dann kommt Neues zum Vorschein. […] komme ich auf den Gedanken zurück, dass es das Umfeld ist, das einen dazu bringt, sich zu entwickeln. Wir brauchen ein Umfeld, das uns wirklich fordert, jedoch auf handhabbare, langfristige Art. Problematisch war an vielen der Experimente der Sechziger- und Siebzigerjahre, dass es hingepfuschte ‚Urknall'-Experimente waren. Aber eine wirkliche Veränderung gibt es nur, wenn man gewillt ist, auf dem, was ich "Plateau" nenne, zu verharren. […] Das nenne ich die "Meisterschaftskurve", und das heißt, dass man, wenn man eine neue Fähigkeit erwirbt, lange Zeit auf einem Plateau verweilt, wobei es dann immer wieder mal einen kleinen Aufschwung gibt. Selbstverständlich verläuft biologische Evolution nach demselben Muster. Steven J. Gould sagt in seiner Theorie des interpunktierten Gleichgewichts dasselbe. Die Entwicklung einer Gattung verläuft eine Weile mit wenig Veränderung, und dann gibt es einen Sprung. Wenn das jemandem passiert, der eine neue Fertigkeit erwirbt, dann heißt es oft: "OK, jetzt lerne ich etwas." Was wir den Leuten beibringen müssen, ist, dass sie gerade dann nicht lernen. Auf dem Plateau lernen sie. Und das braucht geduldiges, hingebungsvolles, langfristiges Üben. Dort erfolgt die Programmierung. Und wenn schließlich alles greift, dann haben sie diesen Aufschwung, den sie für das Lernen halten. Aber das ist es nicht. Wir lernen auf dem Plateau. Interview mit George Leonard (1923-2010) US-amerikanischer Lehrer zum Thema Human Potential, Ehrenpräsident des Esalen Instituts, Kalifornien, Herausgeber, Autor, Wenn Sie sich nicht verändern, haben Sie nichts gelernt, präsentiert von Magazin Was ist Erleuchtung?, Craig Hamilton, US-amerikanischer WIE-Chefredakteur (1998-12/2006), Heft 9, 2003

 

  • Lernen heißt, neue Fähigkeiten verinnerlichen, mit denen man Ziele erreichen kann, die bisher unerreichbar waren. Fred Kofman, Ph.D., US-amerikanischer Wirtschaftswissenschaftler, UCB, Hilfsprofessor für Metamanagement und Systemkontrolle, Sloan School of Management, MIT, Aphorismus

 

  • Es gibt ein Lernen, das uns verstehen lässt, was wir sind. Aus diesem Verständnis entsteht eine völlig neue Art des Handelns WU WEI. Das heisst handeln durch Nichteingreifen, durch Geschehen lassen. Es ist die Fähigkeit, das Steuer des Lebens jener Macht zu überlassen, die eine Dimension von uns selbst ist und die Laotse einst das Tao genannt hat. Fred Kofman, deutscher Autor, WU WEI. Die Lebenskunst des TAO, 1996, S. 1, Rororo Verlag, Reinbek bei Hamburg, 9. Auflage 3. Januar 2005

 

 

Der Manager der Zukunft sollte
1.Systeme organisieren können im optimierenden Sinne.
2.Er muss Menschen coachen können im Sinne der Teamführung.
3.Er sollte in der Lage sein, Menschen zu faszinieren im Sinne der gemeinsamen Sinnstiftung.
4.Und er sollte in der Lage sein, die Vernetzung zwischen Menschen zu fördern im Sinne einer übersummativen Intelligenz.
Dann können wir optimieren, genauso gut wie Prozessmuster wechseln. Dann haben wir die reife Balance zwischen Assimilation und Akkumulation. [...] Die erwachsenen Lernwege sind immer eine Balance zwischen Stabilität und Instabilität.
Videointerview mit Prof. Dr. Peter Kruse (1955-2015) deutscher Honorarprofessor für Allgemeine und Organisationspsychologie, Universität Bremen, Psychologe, Netzwerkforscher zur Komplexitätsverarbeitung in intelligenten Netzwerken und kohärenter Musterbildung, Geschäftsführer von Nextpractice, Unternehmensberater, Old school, new school. Führung, YouTube Film, Minute 1:21, 2:42 Minuten Dauer, eingestellt 7. Dezember 2007

 


Kerzenflamme
  • Wir verstehen nicht Verstehen, es entzieht sich uns, entschlüpft uns, denn wir merken nicht das Unglaubliche, das Rätselhafte, das Erstaunliche, das Wunderbare, das in alltäglichem Gespräch und Reflexion vor sich geht. Erst wenn dieser Strom von Selbstverständlichkeit gestört wird, stehen wir staunend vor diesem Wunder. Heinz von Foerster (1911-2002) österreichischer Professor für Biophysik, Physiker, Direktor des Biological Computer Laboratory, Universität von Illinois, Philosoph des Radikalen Konstruktivismus, Mitbegründer der kybernetischen Wissenschaft

 

  • Die zentrale Soziale Frage der Zukunft wird die Bildung. Matthias Horx (*1955) deutscher Publizist, Zukunfts- und Trendforscher, Es geht uns besser, aber wir fürchten uns mehr, Zukunftsaussichten der Deutschen/Europäer, T-Online.de, 2009

 

  • In der Wissensgesellschaft ist nicht das Wissen das Problem, sondern das Ent-Lernen alter Gewiss- und Gewohnheiten. Matthias Horx (*1955) deutscher Publizist, Zukunfts- und Trendforscher, Quelle unbekannt

 

  • Das menschliche Hirn wurde von der Evolution als Lernmaschine konstruiert. Aber Lernen ist ein körperlicher, emotionaler, KOMMUNIKATIVER Akt. Unsere Pädagogik hingegen übt Lernprozesse immer noch als militärische Exerzier-Logik. Vorne steht einer und sagt den Kindern, was "wahr" ist. Die Kinder müssen stillhalten und auswendig lernen. Matthias Horx (*1955) deutscher Publizist, Zukunfts- und Trendforscher, Quelle unbekannt

 

  • Wissenschaftlich gesehen wären die wichtigsten Schulfächer Musik, Sport, Theaterspielen, Kunst und Handarbeiten. Interview mit Prof. Dr. Manfred Spitzer (*1958) deutscher Professor für Psychiatrie und Neurodidaktik, Psychiatrische Universitätsklinik, Ulm, Psychologe, Autor, präsentiert vom österreichischen Nachrichtenmagazin profil, S. 90, Ausgabe 20 14. Mai 2012

Literaturzitate

  • Niemand kann euch etwas offenbaren, das nicht schon im Dämmern eures Wissens schlummert. Der Lehrer, der zwischen seinen Jüngern im Schatten des Tempels umhergeht, gibt nicht von seiner Weisheit, sondern eher von seinem Glauben und seiner Liebe. Wenn er wirklich weise ist, fordert er euch nicht auf, ins Haus seiner Weisheit einzutreten, sondern führt euch an die Schwelle eures eigenen Geistes. Khalil Gibran (1883-1931) libanesisch-US-amerikanischer Maler, Philosoph, Dichter, Schriftsteller, Der Prophet, "Sprich mir vom Schmerz", "Vom Lehren", 1933, Walter Verlag, Zürich, Düsseldorf, 1998, Deutscher Taschenbuch Verlag (dtv), 1. Oktober 2003


Schule von Athen, Maler: Raffaello Sanzio, 1509

General quotes

A wise son hears his father's instruction, but a scorner hears not rebuke. Proverbs 1, 13 (OT)

 

He is in the way of life that keeps instruction; but he that refuses reproof errs. Proverbs 10, 17 (OT)

 

Personal avowals

 

  • I've learned that I still have a lot to learn. Maya Angelou (1928-2014) US American historian, actress, producer, educator, civil-rights activist, director, playwright, poet, best-selling black author, Words To Oprah, 7. April 2010

 


Strawberry cake
  • I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel. Maya Angelou (1928-2014) US American historian, actress, producer, educator, civil-rights activist, director, playwright, poet, best-selling black author

 

  • I've learned that you can tell a lot about a person by the way he/she handles these three things:
    • a rainy day,
    • lost luggage, and
    • tangled Christmas tree lights.
Maya Angelou (1928-2014) US American historian, actress, producer, educator, civil-rights activist, director, playwright, poet, best-selling black author

 

  • I always like to learn, but I don't always like being taught. Winston Churchill (1874-1965) British prime minister of the United Kingdom during the 2nd World War (1940-1945) and (1951-1955), racist war criminal, source unknown

 

(↓)

Note:

Falsely attributed to Mark Twain (1835-1910)

  • I have never let my schooling interfere with my education. Grant Allen (1148-1899) Canadian science writer and novelist, Post-Prandial Philosophy, S. 129, Chatto & Windus, London, 1894

 

Recommendations

  • He [those of us] who attempt to act and do things for others or for the world without deepening our own self-understanding, freedom, integrity, and capacity to love, will not have anything to give others. We will communicate to them nothing but the contagion of our own obsessions, our agressivity, our ego-centered ambitions, our delusions about ends and means. Thomas Merton (1915-1968) Anglo-American Catholic Trappist monk, mystic student of comparative religion, social activist, poet, writer, Contemplation in a World of Action, S. 178-179, Image, 1973, University of Notre Dame Press; restored, corrected, reprinted edition 15. February 1998

 

  • The first problem for all of us, men and women, is not to learn, but to unlearn. Gloria Steinem gloriasteinem.com (*1934) leading US American feminist of the new women's movement, visionary and political activist, journalist, writer, source unknown

 

  • Learn to fail or fail to learn. Video interview with Tal Ben-Shahar, Ph.D., US American organizational behaviorist, lecturer on Positive Psychology, Harvard University, Cambridge Massachussetts, IDC, Herzliya, Israel, writer, How to Fail Well, presented by Big Think, 23. September 2009

 

Conclusion

  • We do what we do until we know better. When we know better, we do better. Maya Angelou (1928-2014) US American historian, actress, producer, educator, civil-rights activist, director, playwright, poet, best-selling black author, source unknown

 

Future prospects

  • We shall not cease from exploration
    and the end of all our exploring
    will be to arrive where we started
    and know the place for the first time.
    T. S. Eliot (1888-1965) US American British literary critic, poet, playwright, Nobel laureate in literature, 1948, Four Quartets, Harcourt, 1943

 

Insights

  • We need to remember across generations that there is as much to learn as there is to teach. Gloria Steinem gloriasteinem.com (*1934) leading US American feminist of the new women's movement, visionary and political activist, journalist, writer, source unknown

 

  • If you educate a boy, he will have a good life.
    If you educate a girl, she will have a good family, will have a good community and will go for a good nation as well! Jane Fonda (*1937) Academy Award-winning US American actress, political activist, philanthropist, speaker, writer, source unknown

 

  • Those who cannot learn from the past are doomed to repeat it. George Santayana (1863-1952) Spanish US American philosopher, literature critic, poet, essayist, novelist
  • No one can educate no one. Who believes, "I teach", destroys everything. Following Vedanta, a human possesses all abilities, including children. The task of the teacher is to wake up the abilities. Learning is implementation of the perfection, sleeping in every human. The removal of barriers and dangers on the way to development are the duty of the teacher. Swami Vivekananda (1863-1902) Indian Hindu saint, monk, scholar

 

  • At 15, I set my heart on learning.
    At 30, I had planted my feet firmly on the ground.
    At 40, I was never led astray from my goal.
    At 50, I knew the will of heaven.
    At 60, I heard the bidding of heaven with a docile ear.
    At 70, I could do as my heart pleased, for what I desired no longer conflicted with the will of heaven.
    Confucius (551-479 BC) Chinese sage, social philosopher, sponsor of Confucianism, the Chinese state religion

 

  • Learning acquired in youth arrests the evil of old age; and if you understand that old age has wisdom for its food, you will so conduct yourself in youth that your old age will not lack for nourishment. Leonardo Da Vinci (1452-1519) Italian polymath: painter, sculptor, architect, musician, scientist, mathematician, engineer, inventor, anatomist, geologist, cartographer, botanist, writer, Jean Paul Richter, translator, The Notebooks of Leonardo Da Vinci, XIX "Philosophical Maxims. Morals. Polemics and Speculations", 1888

 

(↓)

Divine edification

  • The knowledge of men of external sense is a muzzle to stop them sucking milk of that sublime knowledge. But God drops into the heart a single pearl-drop which is not bestowed on oceans or skies! Jalal ad-Din Muḥammad Rumi (1207-1273) Persian Muslim poet, Sufi mystic, jurist, theologian, Masnavi, book 1, story 5, as translated by Edward Henry Whinfield, 2000

 

  • Learning is remembering. Socrates (469-399 BC) ancient Greek pre-Christian philosopher

 

(↓)

Chrysalis ➤ butterfly

  • The most important part of life is the relationship with others. The analogy of the chrysalis and the butterfly teaches us to meet others and to hold our ground when we meet them. And I think the important, the essential, word there is 'teaches'. It takes a lifetime to learn how to be able to hold your own ground, to go out to the others, to be open to them without losing your ground. And to hold your ground without shutting others out. Martin Buber (1878-1965) Austrian-born Jewish religious researcher and philosopher, source unknown

 

  • Education is the most powerful weapon which you can use to change the world. Nelson Mandela (1918-2013) leading South African anti-apartheid activist, prisoner for 27 years during apartheid, first black president of South Africa (1994-1999)

 


Several large pumpkins

 

 

 

  • He does not learn in order to accumulate learning as his own treasure of knowledge, but in order to placee this learning in the service of the world. [...] All the knowledge you pursue merely for the enrichment of your own leaning and to accumulate treasure of your own leads you away from your path, but all knowledge you pursue in order to grow more mature on the path of human ennoblement and world-progress brings you a step forward. Rudolf Steiner (1861-1925) Croation-born Austrian cultural philosopher, architect, literary critic, social reformer, mystic esotericist, founder of anthroposophy, Knowledge of the Higher Worlds And Its Attainment. An Esoteric Spiritualism Initiation, S. 30-31, CreateSpace, 23. January 2011

 

  • In times of profound change, the learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists. Eric Hoffer (1902-1983) US American philosopher, social writer, source unknown

 

  • Most often in history it was the conquerors who learned willingly from the conquered. Eric Hoffer (1902-1983) US American longshoreman philosopher, social writer, The Ordeal of Change, 1963, Hopewell Publications, 6. June 2006

 

  • In times of rapid change it is the learners who will flourish, while the learned find themselves well equipped to deal with a world that no longer exists. Abram Hoffer, M.D. (1917-2009) Canadian psychiatrist, biochemist, agricultural chemist, source unknown

 

(↓)

Dyslexia

predominantly male (9:1)

  • Johnny couldn't read and a previously unrecognized affliction called dyslexia (nonexistent in ideographic China) broke out at alarming rates in classrooms all across Eurocentric TV-land. Dyslexic children, predominantly male (9:1), have difficulty deciphering the alphabet. One credible theory proposes that it is due to a failure of hemispheric dominance. Ninety percent of the language centers traditionally reside in the left hemisphere of right-handed people. In the right-handed dyslexic, the distribution of language centers may be more on the order of 80/20 or 70/30. Although we cannot be sure that dyslexia was not always among us, it seems to have erupted at the very moment that an entire generation was devaluing the left hemispheric mode of knowing. Perhaps television is the agent equilibrating the human brain's two differing modes of perception.
    The very concept of "brain dominance" is presently under scrutiny, as many dyslexics are talented artists, architects, musicians, composers, dancers, and surgeons. The idea that logical, linear thinking is better than intuition and holistic perception was a script written by left-brainers in the first place. Our culture has classified dyslexia as a disability. But as culture becomes more comfortable with its reliance on images, it may turn out that dyslexia will be reassessed as another of the many harbingers that announced the arrival of the Iconic Revolution. Leonard Shlain, M.D. sextimeandpower.com (1937-2009) US American chairman of laparoscopic surgery, associate professor of surgery, UC San Francisco, researcher, writer, The Alphabet Versus The Goddess. The Conflict Between World and Image, chapter 35, alphabetvsgoddess.com, Penguin (Non-Classics), 1. September 1999

 

  • Man is an imitative animal. This quality is the germ of all education in him. From his cradle to his grave he is learning to do what he sees others do. Thomas Jefferson (1743-1826) third US president (1801-1809), principal author of the Declaration of Independence, 4. July 1776

 


Hügel mit Bruchacker, Nähe Dresden, ~1824
Caspar David Friedrich (1774-1840) deutscher Maler
  • Learning is not a process of accumulation of representations of the environment; it is a continuous process of transformation of behavior through continuous change in the capacity of the nervous system to synthesize it. Recall does not depend on the indefinite retention of a structural invariant that represents an entity (an idea, image or symbol), but on the functional ability of the system to create, when certain recurrent demands are given, a behavior that satisfies the recurrent demands or that the observer would class as a reenacting of a previous one. Humberto Maturana (*1928) Chilean biologist, co-developer of concept of autopoiesis to biology, philosopher, constructivist, second-wave cybernetician, Francisco Varela (1946-2001) Chilean biologist, neuroscientist, philosopher, constructivist, co-developer of concept of autopoiesis to biology, co-founder of the Mind and Life Institute, Autopoiesis and Cognition. The Realization of the Living, Boston Studies in the Philosophy of Science, Vol. 42, chapter 2, S. 62, D. Reidel Publishing Company, 1st edition 1980

 

 

  • In a world that is constantly changing, there is no one subject or set of subjects that will serve you for the foreseeable future, let alone for the rest of your life. The most important skill to acquire now is learning how to learn. John Naisbitt (*1929) US American futurologist, living in Europe and China, author of Megatrends, 1982

 

  • Some people will never learn anything – because they understand everything too soon. Alexander Pope (1688-1744) English translator, poet, neoclassic writer, source unknown

 


Lemons for sale at outdoor market
Vouliagmeni, Athens, Greece
  • There is no education like adversity. Benjamin Disraeli (1804-1881) British prime minister, conservative statesman, parliamentarian,  Zionist Rothschild agent, instigator of two world wars, literary, cited in: novel Edymion, Longmans & Green, 1880

 

  • Knowing something is probably an obsolete idea. You don't actually need to know anything, you can find out at the point when you need to know it. It's the teacher's job to point young minds towards the right kind of question. A teacher doesn't need to give any answers, because answers are everywhere. And we know now from years of measurements that learners who find the answers for themselves retain it better than if they're told the answer. Sugata Mitra, Ph.D. (*1952) Indian polymath, professor of educational technology, School of Education, Communication and Language Sciences, Newcastle University, England, cited in: educational documentary The Future of Learning, presented by Ericsson – Networked Society, YouTube film, minute 3:50, 20:17 minutes duration, posted 19. October 2012

 

  • [Thesis] Education is a self-organizing system where learning is an emergent phenomenon. Video presentation by Sugata Mitra, Ph.D. (*1952) Indian polymath, professor of educational technology, School of Education, Communication and Language Sciences, Newcastle University, England, The child-driven education, presented by TED Talks, minute 16:29, 17:14 minutes duration, filmed July 2010, posted September 2010

 

  • Learning prepares you to cope with the surprises, education prepares you to cope with certainty. There is no certainty. Stephen Heppell, British educator specialised in ICT in education, professor of media environments, Bournemouth University, Anglia Ruskin University, cited in: educational documentary The Future of Learning, presented by Ericsson – Networked Society, YouTube film, minute 12:05, 20:17 minutes duration, posted 19. October 2012

 

(↓)

From dissolution new formerly impossible solutions may arise.

  • Revolutions destroy the perfect and then they enable the impossible. They never go from everything is good to everything is good. There is a lot of noise in the middle. If we look at the music business; first the Internet destroyed the record label business. And only now is it enabling independent musicians to get heard. Seth Godin (*1960) US American entrepreneur, public speaker, author, cited in: educational documentary The Future of Learning, presented by Ericsson – Networked Society, YouTube film, minute 17:21, 20:17 minutes duration, posted 19. October 2012

 

(↓)

Educational stepping stones: printing press and online learning

  • Education tends to move in stairstep functions, in terms of change, so when it does change, it explosively changes. The move from pre-printing press to post-printing press is a one-time transition in history of the world, in terms of education. Online education is going to be like that as well. Jose Ferreira, MBA (*1968) US American entrepreneur, founder and CEO of Knewton, cited in: educational documentary The Future of Learning, presented by Ericsson – Networked Society, YouTube film, minute 17:43, 20:17 minutes duration, posted 19. October 2012

 

  • This is the first generation of people that work, play, think and learn differently than their parents […]. They are  the first generation to not be afraid of technology. Its like the air to them. Don Tapscott (*1947) Canadian entrepreneur, business executive in the digital age, consultant, speaker, specialized in business strategy, organizational transformation, chairman of business strategy think tank New Paradigm (now nGenera Insight), founded 1993, author

 

(↓)

Future classrooms are virtual networking.

  • The classroom of the future would be like any other classroom, except I think there'd be very few textbooks. People would have pads or tablets. That'll allow them to get information. […] You have access to all the information on the earth. Go find out something and investigate. And then ideally you'd have students publish their results [online] – for the world. Video presentation by Bill Nye [Science Guy] (*1955) US American scientist, science educator, television host, actor, comedian, writer, The School of the Future, presented by Big Think, 2:01 minutes duration, posted 24. May 2012

 

(↓)

Lifelong learning prohibits dementia.

  • Ongoing learning – is one of the few proven ways to reduce chances of dementia and add years to life expectancy, e.g, people with a Ph.D. live about 2 years longer than those with a Bachelor's Degree.
    Read daily, take a class, hang out with people who challenge you intellectually and turn off the TV. Dan Buettner, US American longevity coach, explorer, journlist for the National Geographic, speaker, author, Facebook comment, 26. September 2012

 

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Self-talk

 

(↓)

Old school mentality

  • Don't look and don't copy because that's cheating.
    Outside of school that's called collaboration. Video RSA Animate presentation by Sir Ken Robinson (*1950) British professor of arts education, University of Warwick (1989-2001), director of The Arts in Schools Project (1985-1989), international advisor on education, speaker, author, Changing Education Paradigms, YouTube film, minute 10:11, 11:41 minutes duration, posted by theRSAorg 14. October 2010

 

  • Anyone who stops learning is old, whether at 20 or 80. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young. Henry Ford (1863-1947) US American industrialist, founder of the Ford Motor Company, aphorism

 

There are three principles on which human life flourishes. And they are all contradicted by the culture of education under which most teachers have to labour and most students have to endure:
༺༻PrincipleLegend
1.DiversityHuman beings are naturally different and diverse.
Education under "No Child Left Behind" is not based on diversity, but on conformity.
2.CuriosityCuriosity is the engine of achievement.
Children are natural learners. Teaching is a creative profession.
3.CreativityThe human life is inherently creative.
The real role of leadership in education is control of climate, creating a climate of possiblity.
Video presentation by Sir Ken Robinson (*1950) British professor of arts education, University of Warwick (1989-2001), director of The Arts in Schools Project (1985-1989), international advisor on education, speaker, author, How to escape education's death valley, presented by TED Talks Education, New York City, minute 3:15, 19:11 minutes duration, filmed April 2013, posted May 2013

 

  • The thing that makes all learning possible, is passion, wonder, curiosity, and joy. Those are the things that make us learn. […] Being able to play is really a foundational element. […] Being playful really provokes our imagination and makes in many ways life interesting for us. […] Play is an emergent property of the application of rules to the imagination. If you want somebody to learn something, imagination is not enough. Daydreaming, running off, thinking fantastically, all those things are wonderful exercises. But that's not really learning. Learning happens when you start put constraints around that imagination. And then you get to experiment, you get to play, you get to see all of that sense of joy, of wonder, of curiosity, of pushing against those boundaries and limits and seeing what pushes back. And those are the essential elements of what it means to play. Video presentation by Douglas Thomas, Ph.D. (*1966) US American associate professor, Annenberg School for Communication, University of Southern California, cultural historian, journalist, author, A New Culture of Learning, presented in Learning 2030, TVO's special series, filmed by Canadian TV station TVO, Ontario, program BIG Ideas, communitechhub, kitchener, 28. October 2012, YouTube film, minute 24:49 and minute 25:07, 56:18 minutes duration, posted 9. November 2012

 

  • Learning used to be content problem, but technology has solved that. The content problem isn't the one we face any more. It used to be a very important problem, and used to be a problem that mattered a lot more when the world was relatively stable. But now we live in a world which is a state of almost constant flux. And there's no sign that that's going to be anything other than continuing an accelerating. So today we rely on a system of learning and education that measures transfer. And it measures it in a changing world. So it takes a content problem […] and tries to apply it to a context world, a changing world. Video presentation by Douglas Thomas, Ph.D. (*1966) US American associate professor, Annenberg School for Communication, University of Southern California, cultural historian, journalist, author, A New Culture of Learning, presented in Learning 2030, TVO's special series, filmed by Canadian TV station TVO, Ontario, program BIG Ideas, communitechhub, kitchener, 28. October 2012, YouTube film, minute 29:58, 56:18 minutes duration, posted 9. November 2012

 


Pumpkin plant
  • In the twenty-first century context has become more important and content. And I think that needs to shape our move forward. In the classroom we need to reevaluate both the notion of expertise of the teacher and the role of the student. If our goal is to get information from the professor's head, the teacher's head, into the student's head and test how efficiently that's transferred I think that that's a game we're gonna loose, and very quickly. If we can teach them how to understand and master context, I think or onto something. Google has all of the content they're ever going to need. They'll never get through it all. But it takes a teacher to shape that context for that content to have meaning.
    1. And I think our role as teachers has to change, from delivering content to mastering context. That's the first thing.
    2. The second thing is we've really need to pay attention to that notion of imagination. We need to think of our students as being able to see the world in interesting ways. We need to encourage that. We need to understand that that's were innovation comes from.
Things like standardized testing, standardized curriculum, they treat every student the same and the one thing they fail to measure is that radical difference that defines innovation. Video presentation by Douglas Thomas, Ph.D. (*1966) US American associate professor, Annenberg School for Communication, University of Southern California, cultural historian, journalist, author, A New Culture of Learning, presented in Learning 2030, TVO's special series, filmed by by Canadian TV station TVO, Ontario, program BIG Ideas, communitechhub, kitchener, 28. October 2012, YouTube film, minute 28:24, 56:18 minutes duration, posted 9. November 2012

 

  • Man's most human characteristic is not his ability to learn, which he shares with many other species, but his ability to teach and store what others have developed and taught him. Margaret Mead (1901-1978) US American cultural anthropologist, sociologist, biologist, lecturer, popular writer, source unknown

 

  • Our humanity rests upon a series of learned behaviors, woven together into patterns that are infinitely fragile and never directly inherited. Margaret Mead (1901-1978) US American cultural anthropologist, sociologist, biologist, lecturer, popular writer, source unknown

 

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Seven year cycle

Listen also: Design Concepts, 5:40 minutes duration, issuing date unknown

  • All learning, real learning, takes seven years. It takes seven years to change approximately all of the cells in the body. We live in a seven year cycle.
    The moment that you begin to come to your own nature, the moment that you allow your body to live its life without resistance, you begin a deep process of deconditioning. Seven years later, you emerge, quite literally, as a new being: yourself. It's one of the great jokes that human beings don't get to live out their own lives. It is because of that, that they don't get to live out their own lives; that life seems to be such a difficult experience for them. We know that there is a lot of stuff around about being yourself. It is all fine and good for somebody to stand up and tell you to be yourself, but you have to know who that self is. Ra Uru Hu [Robert Allen Krakower] (1948-2011) Canadian physicist, developer of the Human Design System, musician, teacher, storyteller, poet, author, Design is Your Genetic Code

     

  • Most college students go to college and get a degree, but not an education. Anthony J. D'Angelo, US American chief visionary officer of Collegiate EmPowerment, Take Higher Education Deeper

 

 


A custom made three dimensional puzzle,
created by Chris Yates studio
  • The educated person is one who knows how to find out what he does not know. Georg Simmel (1858-1918) German sociologist, philosopher, neo-Kantian, social critic, source unknown

 

  • The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed a standard citizenry, to put down dissent and originality. H. L. Mencken (1880-1956) US American satirist, critic of American life and culture, magazine editor, journalist, essayist

 

  • In order to learn one must change one’s mind. Orson Scott Card (*1951) US American critic, columnist, political activist, public speaker, essayist, author

 

  • Tell me and I'll forget; show me and I may remember; involve me and I'll understand. Chinese proverb

 

 

  • Those who can, do;
    those who can't, teach.
    those who can't teach teach teachers.
    American saying

Literature and movie quotes

 

  • Folks don't like to have somebody around knowin’ more than they do. It aggravates ‘em. You’re not gonna change any of them by talkin’ right, they’ve got to want to learn themselves, and when they don’t want to learn there’s nothing you can do but keep your mouth shut or talk their language. Harper Lee (*1926) US American author, character Calpurnia, To Kill a Mockingbird, part 2, chapter 12, 1960

 

  • That's what learning is, after all; not whether we lose the game, but how we lose and how we've changed because of it and what we take away from it that we never had before, to apply to other games. Losing, in a curious way, is winning. Richard Bach (*1936) US American Navy pilot, writer, cited by character Pan in: The Bridge Across Forever. A Love Story, 1984

 

  • For it is the curse of men that they forget. Quote by character Merlin, legendary wizard featured in the Arthurian legend, movie Excalibur, Cheesefest Productions, distributed by Warner Bros., issued 10. April 1981

Quotes by John Hagel

(↓)

Education used as competition pusher

 

(↓)

Stocks of knowledge

  • Until relatively recently, most of us believed we had to invest considerable time and effort early in our lives navigation an educational system designed to transfer stocks of knowledge to us. As a reward for our diligence and persistence in school, we believed, these stocks of knowledge would serve us well throughout our lives.   John Hagel III, US American consultant, co-chairman of the Deloitte Center for the Edge, speaker and author on the intersection of business strategy and information technology, John Seely Brown, Lang Davison, The Power of Pull. How Small Moves, Smartly Made, Can Set Big Things in Motion, S. 52, Basic Books, April 2010, Trade Paper, 2nd edition 4. December 2012

 

(↓)

Education may hinder learning.

 

(↓)

'''Business models are in transition. Picking up the trend of shared learning

  • Over time there will be a transition but it's going to take time. I think the next decade is largely one of a painful process of questioning basic assumptions and moving to a very different practices and learning together because none of us have the answers today in terms of how to use the internet to its full potential. We're all still learning. Video presentation by John Hagel III, US American consultant, co-chairman of the Deloitte Center for the Edge, speaker and author on the intersection of business strategy and information technology, John Hagel on the modern workforce, part 3 of 3, presented by GigaOM Startup, YouTube film, minute 6:02, 6:25 minutes duration, posted 7. May 2013

Quotes by David R. Hawkins

⚠ Caveat See Power vs. Truth, January 2013

  • There's nothing to feel guilty about and nothing to blame. There's no one to hate, but these are those things that are better avoided, and such blind alleys will become increasingly apparent. Everyone has chosen his own level of consciousness, yet nobody could of done otherwise at any given point in time. We can only get "there" from "here." Every leap has to have a platform to originate from. Pain exists to promote evolution; its cumulative effect finally forces us in a new direction, although the mechanism may be very slow. How many times is it necessary to hit bottom before a lesson is learned? Perhaps thousands, which may account for the sheer quantity of human suffering, so vast as to be incomprehensible. Slowly, by inches, does civilization advance. Dr. David R. Hawkins, Power vs. Force. The Hidden Determinants of Human Behavior, chapter 7 Everyday Critical Point Analysis, S. 127, Hay House, February 2002

 


Violin by J. B. Vuillaume

 

  • By observation, one will see that the good / bad dichotomy is merely the reflection of an overall contextualization based on unexamined presumptions. With deep humility, one realizes that unaided, the mind is really unauthorized, unequipped, and incapable of making such judgmental discernment. By what authority would it even be able to discern good from bad? It can make this discovery by just beginning to ask, for whom is it good, for whom is it bad, when, and under what circumstances. This eventually leads to examining one's overall contextualization of the significance and meaning of human life itself as a transitional learning experience. Dr. David R. Hawkins, Transcending Levels of Consciousness, S. 337, 2006

 

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Learning curves of mankind

differentiating political progress from social disaster

  • As tectonic plates of traditional ethics, morality and common decency are crumbling, society overall seems to be in a ‘free fall’ transition. This fluctuation is recurrent throughout human history and reflects the varieties of the overall learning curves of human evolution. Without a compass, human society cannot even differentiate political progress from social disaster. Dr. David R. Hawkins, Reality, Spirituality and Modern Man, S. ?, Veritas Publishing, Kindle edition 2008

 

(↓)

Acceptance of inevitable human error is more beneficial than denunciation.

 

 

Englische Texte – English section on Learning

Theory of multiple intelligences – Howard Gardner

Nine different coequal intelligences
Howard Gardner, Ph.D. (*1943) US American assistant professor of developmental psychology at Harvard Graduate School of Education questioned the classic psychometric intelligence tests. In his book Changing Minds. (2004) he presented nine types of intelligence.
༺༻Intelligence modalityReferenceLegendProfessionsFamous personalities
1.Musical-rhythmic and harmonicMusicalitySensitivity to sounds, rhythms, tones, and music, able to sing, play musical instruments, and compose musicMusicianWolfgang Amadeus Mozart, Johann Sebastian Bach, Ludwig van Beethoven
2.Visual-spatialSpatial intelligenceSpatial judgment, theoretical and practical sense for the structures of huge spaces, ability to visualize with the mind's eye, grasping of narrow, limited spatial fieldsSeaman, pilot, sculptor, surgeon, chess player, engineer, graphic designer, architectLeonardo da Vinci, Michelangelo Buonarroti, Raphael, Vincent van Gogh, Pablo Picasso
3.Verbal-linguisticLinguistic intelligenceFacility with words and spoken and written languages, good at reading, writing, telling stories and memorizing words along with dates/dataLawyer, speaker, poet, writerWilliam Shakespeare, Johann Wolfgang Goethe, Homer
4.Logical-mathematicalReasonSense of logic, abstractions, reasoning, numbers and critical thinking, capacity to logically and scientifically analyze, understand the underlying principles of causal systemsMathematician, logician, natural scientist  Aristotle, Euclid, Muḥammad ibn Mūsā al-Khwārizmī, Blaise Pascal, Leonhard Euler, Carl Friedrich Gauss, Kurt Friedrich Goedel, Gottfried Wilhelm Leibniz
5.Bodily-kinestheticGross motor skill
Fine motor skill
Control of one's bodily motions, capacity to handle objects skillfully, sense of timing, clear sense of the goal of a physical action, ability to train responses, skilled at physical activities such as sports, dance, acting, and making thingsAthlete, dancer, musician, actor, builder, surgeon, experimental scientist, mechanic, technician, police officer, soldierMary Wigman, Anna Pawlowna Pawlowa
6.Interpersonal
Emotionale Intelligenz: John D. Mayer, Peter Salovey, Daniel Goleman
Social skills
David Wechsler
Skilled in interaction with others, sensitivity to others' moods, feelings, temperaments and motivations, ability to cooperate in order to work as part of a group, communicating effectively, empathizing with others, enjoying discussion and debate, either leaders or followersSales person, teacher, physician, manager in church and state, politician, actor, counselor, social workerMahatma Gandhi, Nelson Mandela, Rev. Martin Luther King, Jr., Kofi Annan
7.Intrapersonal
Emotionale Intelligenz: John D. Mayer, Peter Salovey, Daniel Goleman
IntrospectionIntrospective and self-reflective capacities, understanding the self, one's strengths and weaknesses, uniqueness, being able to predict one's own reactions/emotionsAuthor, actor, artist 
8.NaturalisticSurroundingNurturing and relating information to one’s natural surroundings, classifying animal, plants, rocks, mountain types, ecological receptiveness, sensitive, ethical, and holistic understanding of the complex world, including the role of humanity within the greater ecosphereHunter, gatherer, farmer, botanist, chefIsaac Newton, Charles Darwin, Albert Einstein
9.ExistentialSpirituality
Religion
Focus on fundamental existential issuesReligious and spiritual leader, PhilosopherDalai Lama, Jean-Paul Sartre

 

[*] Five different mindsets
  1. Disciplined mind (cognitive)
  2. Synthesizing mind (cognitive)
  3. Creative mind (cognitive)
  4. Respectful mind
  5. Ethical mind

 

[*] Seven Intelligence types – Opening the discussion on "multiple intelligences"
  1. Linguistic
  2. Logical-mathematical
  3. Musical
  4. Bodily-kinesthetic
  5. Spatial
  6. Interpersonal
  7. Intrapersonal

 

Sources featuring Howard Gardner, Ph.D. howardgardner.com (*1943) US American assistant professor of developmental psychology, Harvard Graduate School of Education, author
Book: Changing Minds. The Art and Science of Changing Our Own and Other People's Minds, Harvard Business Review Press, 1st edition 1. March 2004
Further book references
[*] Howard Gardner, Frames of Mind, 1983
[*]: Howard Gardner, Five Minds for the Future Five Minds for the Future, S. 93, Google book edition, Harvard Business Review Press, 1st edition 30. April 2007, 6. January 2009
Reference: en.Wikipedia entry Theory of multiple intelligences
See also: ► Professional intelligence – Gunter Dueck

Four pillars of learning – James E. Zull


The brain's learning cycle
༺༻PillarProcessBrain areaDescription
1.CreationSenseSensory cortexReception of new information, first input from outside world, vision, hearing, touch, smells and taste.
2.MeaningConnections/images/purposeBack integrative cortexReflective observation, engaged in memory formation, reassembly of sensory data, language comprehension, developing spatial relationship, identifying objects, faces and motion
3.InformationIdeas and plansFrontal integrative cortexShort term memory, problem solving, abstract hypotheses, making decisions, assembling plans for action, assembly of language, making judgments and evaluations, directing the action of the rest of the brain, organizing actions and activities of the body.
4.ActionPutting into practiceMotor cortexNew knowledge is subjected to active testing; coordinates and triggers all voluntary muscle contractions by the body producing movement, carries out the ideas and plans originating in the frontal integrative cortex – including the actual production of language through speech and writing
When all steps in the learning cycle are working well in an emotionally supportive environment,
the result is continuous active learning.
When any of these steps is inhibited, active learning is not achieved.
Sources featuring James E. Zull, Ph.D., US American professor of biology and biochemistry, director of The University Center for Innovation in Teaching and Education (UCITE), Case Western Reserve University, Cleveland, Ohio, author:
Book: The Art of Changing the Brain. Enriching the Practice of Teaching by Exploring the Biology of Learning, Stylus Publishing, Arlington, Virginia, 1st edition 31. October 2002
PowerPoint PPT: The Art of Changing the Brain: Enriching teaching by exploring the biology of learning, date unknown
Natural Learning Cycle, summarized by learnercenteredteaching.wordpress.com, undated
See also: ► Pädagogik – Lehren / Education

There's a hole in my sidewalk


Autobiography in five chapters
༺༻ 1st station2nd station3rd station4th station5th station
Situation
Subject
I walk down the street.I walk down the same street.I walk down the same street.I walk down the same street.I walk down a DIFFERENT street.
Situation
Object
There is a deep hole in the sidewalk.There is a deep hole in the sidewalk.There is a deep hole in the sidewalk.There is a deep hole in the sidewalk../.
Denial./.I pretend I don't see it.I see it is there../../.
Problem
SubjectObject
I fall in.I fall in again.I still fall in — it's a habit../../.
Victim stance / Learning I am lost — I am helpless.I can't believe I'm in the same place.My eyes are open.
I know where I am.
./../.
ResponsibilityIt isn't my fault.But it isn't my fault.It is MY RESPONSIBILITY../../.
Solution It takes forever to find a way out.It still takes a long time to get out.I get out immediately.I walk around it../.
NOTE: This poem is used in numerous 12-step substance-abuse programs.
Source: ► Portia Nelson (1920-2001) US American singer, songwriter, composer, lyricist, painter, photographer, actress, writer excerpted from her autobiography There's a Hole in My Sidewalk. The Romance of Self-Discovery, Autobiography in five short chapters, Popular Library, 1977, Beyond Words Publishing, 35th anniversary edition 21. February 2012
See also: ► Four collective denial patterns – Breaking taboos

Slow learners – Edison and Einstein

When the US American business man, scientist, inventor of electricity Thomas Edison was seven years old he left school after his teacher told his mother that, as a student, Edison was dull, confused and couldn't learn. During the eighty-four years of his life, he patented 1,093 inventions!

 

The parents of the later genius Albert Einstein's were worried because he was so slow to learn to speak. During his early school years, he did not excel and hated having to attend classes regularly and take the prerequisite exams.

Without the pain

Without the pain
there'd be no learning,
without the hurting
we'd never change.

 

Kate Bush (*1958) British singer, pianist, songwriter

Awful grace of God

He who learns must suffer
And even in our sleep pain that cannot forget
Falls drop by drop upon the heart,
And in our own despair, against our will,
Comes wisdom to us by the awful grace of God.

 

Aeschylus (525/524-455/456 BC) Ancient Greek tragedian, Agamemnon, play

Engage me and I learn

Tell me and I forget,
Teach me and I remember,
Engage me and I learn.

 

Chinese Proverb

 

Links zum Thema Lernen / Learning

Literatur

Literature (engl.)

Book Review by David Sloan Wilson


Externe Weblinks


External web links (engl.)



Audio und Videolinks

Störungen versus Wertemuster als Kooperationsbasis, Erzeugung mentaler Welten. Eine gemeinsame Kultur ist die notwendige Grundlage eines erfolgreichen Lernprozesses in Unternehmen.

"Corporate Learning erfordert eine Professionalisierung von Lernstrukturen, die normalerweise von allein passieren."
  • Videointerview mit Prof. Dr. Peter Kruse (1955-2015) deutscher Honorarprofessor für Allgemeine und Organisationspsychologie, Universität Bremen, Psychologe, Netzwerkforscher zur Komplexitätsverarbeitung in intelligenten Netzwerken und kohärenter Musterbildung, Geschäftsführer von Nextpractice, Unternehmensberater, 05 Wie reagieren Menschen auf wachsende Komplexität?, YouTube Film, 5:13 Minuten Dauer, eingestellt 25. März 2008

Trial and error, Ausblenden, Trivialisieren, Rationale Reduktion, Basis der Intuition, Unterschiede zwischen komplizierten und komplexen Systemen, Musterbildung, notwendige lange Lerngeschichte am Rand der Überforderung, die zur verlässlichen Intuition führen.

Vor-Ort Experimente in Neu Delhi, Indien, Südafrika und Italien ermöglichten Slum- und Schulkindern den selbstbestimmten Zugriff auf das Internet. Die Lernergebnisse können die gegenwärtige Auffassung von Unterricht revolutionieren.

"Bildung [Erziehung] ist ein selbstgesteuertes System, in dem Lernen ein emergentes Phänomen ist." Minute 16:29

Herkömmliche Resoucennutzungstrategien stehen dem natürlichen Lernen, der Potentialentfaltung, im Weg und vergrößern Probleme.
BeGeisterung, GeSinnung und Ge(lassen)Haltung bilden Zukunft, indem sie in Kindern, Jugendlichen, Mitarbeitern SINNPotential entfalten.


Audio and video links (engl.)

  • Video presentation by Daniel Pink danpink.com (*1964) US American bestselling visionary author, motivational speaker, chief speech writer of US vice president Al Gore (1995-1997), How Half Your Brain Can Save Your Job, sponored by The Library of Economics and Liberty ECONTALK, host and interviewer Russ Roberts, 1:07:13 duration, mp3 format, 11. June 2007
  • Video presentation by Malcolm Gladwell, CM (*1963) Canadian historian, sociologist, civil engineering professor emeritus, University of Waterloo, Ontario, Canada, business consultant, speaker, journalist, staff writer with magazine The New Yorker since 1996, author, Genius: 2012, location 2012: Stories from the Near Future conference, sponsored by the New Yorker magazine, Video Newyorker.com, introduced by David Remnick, host Henry Finder, 7. May 2007

Discussing the importance of stubbornness and collaboration in problem-solving, the 10,000 hours of practice to master any challenge, example given by role model Andrew Wiles

Tapping the 90% dormant regions of the mind

"You are brilliant beyond your imagination!"

A series of real-life experiments in New Delhi, India, South Africa and Italy presented kids with self-supervised access to the Internet. The results could revolutionize the current teaching style.

"Education is a self-organizing system where learning is an emergent phenomenon." Minute 16:29
  • Video RSA Animate presentation by Sir Ken Robinson (*1950) British professor of arts education, University of Warwick (1989-2001), international advisor on education, director of The Arts in Schools Project (1985-1989), speaker, author, Changing education paradigms, presented by TED Talks, 11:40 minutes duration, recorded October 2010, posted December 2010

Divergent thinking study (seeing multiple answers to interperting a question); link between three troubling trends: 1. rising drop-out rates, 2. schools' dwindling stake in the arts, 3. ADHD

Explaining the Prisoner's dilemma: Cooperation and altruism fit into the larger evolutionary puzzle.

  • Video presentation by Bill Nye [Science Guy] (*1955) US American scientist, science educator, television host, actor, comedian, writer, The School of the Future, presented by Big Think, 2:01 minutes duration, posted 24. May 2012
  • Vimeo video presentation by Matthew Lieberman, Ph.D. (*1970) US American professor of social cognitive neuroscience (SCN), lab director of department of psychology, psychiatry and biobehavioral sciences, UCLA, Getting the Word Out: The Neuroscience for Persuasion and Creating Buzz, sponsored by Neuro Leadership Summit 2012, New York City, 17. October 2012, 59:02 minutes duration, posted 16. August 2013
  • Educational documentary The Future of Learning, presented by Ericsson – Networked Society, YouTube film, 20:17 minutes duration, posted 19. October 2012
    "Knowing something is probably an obsolete idea. You don't actually need to know anything, you can find out at the point when you need to know it. It's the teacher's job to point young minds towards the right kind of question. A teacher doesn't need to give any answers, because answers are everywhere. And we know now from years of measurements that learners who find the answers for themselves retain it better than if they're told the answer." Sugata Mitra, Minute 3:50
    "Learning prepares you to cope with the surprises, education prepares you to cope with certainty. There is no certainty." Stephen Heppell, Minute 12:05
    "So let me explain how revolutions work. Revolutions destroy the perfect and then they enable the impossible. They never go from everything is good to everything is good. There is a lot of noise in the middle. If we look at the music business; first it destroyed the record label business, the Internet. And only now is it enabling independent musicians to get heard." Seth Godin, Minute 17:21
    "Education tends to move in stairstep functions, in terms of change, so when it does change, it explosively changes. The move from pre-printing press to post-printing press is a one-time transition in history of the world, in terms of education. Online education is going to be like that as well. And we want to make sure that, as a species, the human species gets it right." Jose Ferreira, MBA, Minute 17:43
  • Video presentation by Sir Ken Robinson (*1950) British professor of arts education, University of Warwick (1989-2001), director of The Arts in Schools Project (1985-1989), international advisor on education, speaker, author, How to escape education's death valley, presented by TED Talks, New York City, 19:11 minutes duration, filmed April 2013, posted May 2013
  • Video presentation by Daphne Koller (*1968) Israeli-American professor of computer science, Stanford University, MacArthur Fellowship recipient, co-founder of online education platform Coursera, What We're Learning From Online Education ["Was wir vom Online-Lernen lernen"], presented by TED Global 2012, 20:41 minutes duration, filmed June 2012, posted August 2012
  • Video presentation by Douglas Thomas, Ph.D. (*1966) US American associate professor, Annenberg School for Communication, University of Southern California, cultural historian, journalist, author, A New Culture of Learning, presented in Learning 2030, TVO's special series, filmed by Canadian TV station TVO, Ontario, program BIG Ideas, communitechhub, kitchener, 28. October 2012, YouTube film, 56:18 minutes duration, posted 9. November 2012

Intersections of technology, culture and education

Three fundamental responses to the environment: 1. Reptilian brain: Freeze response; 2. Mammalian brain: Fight-or-flight response; 3. Higher mammalian brain – given emotional safety: Social engagement response3

Audio and video links (engl.) – Humor

School in Queensland, Australia, informing parents on options regarding complaints

 

Interne Links

Englisch Wiki

Hawkins

 

 

1 nach Ken Wilber

2 nach Ken Wilber

3 Stephen Porges, Ph.D., Polyvagal Theory

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21.03.2017 um 18:41 Uhr

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