SpiritualWiki - Lernen

Lernen besteht in einem Erinnern
von Informationen, die bereits
seit Generationen in der
Seele des Menschen wohnen.
Sokrates, griechischer Philosoph zu Platon

Lernen kann man stets nur von
jenem, der seine Sache liebt,
nicht von dem, der sie ablehnt.
Max Brod, Heidentum, Christentum,
Judentum. 2. Band, S. 355f, 1922

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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, Analekten des Konfuzius [Text 'Altes Lun Yu]', ~150 v. Chr., zitiert in: Gutzitiert

Siehe auch: ► Konfuzius

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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

Siehe auch: ► Kollektive tabuwahrende Verleugnungsmatrix

See also: ► There's a hole in my sidewalk

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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.

Die drei grundlegenden Bestandteile eines jeden Programmsatzes

༺༻	Gegebenheit	Beschreibung
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, Romanschriftsteller, Der neue Prometheus, Kapitel 2 "Hardware und Software:
Das Gehirn und seine Programme", Hugendubel, 1983, Neuauflage August 2003

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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	Attribut	Legende	Berufsgruppen	Berühmte Persönlichkeiten
1.	Sprachlich-linguistisch	Linguistische Intelligenz	Sensibilität für die gesprochene und die geschriebene Sprache, Fähigkeit, Sprachen zu lernen und Sprache in bestimmter Weise zu gebrauchen	Rechtsanwalt, Redner, Dichter, Schriftsteller	William Shakespeare, Johann Wolfgang von Goethe, Homer
2.	Logisch-mathematisch	Vernunft	Fähigkeit, Probleme logisch zu analysieren, mathematische Operationen durchzuführen und wissenschaftliche Fragen zu untersuchen	Mathematiker, Logiker, Naturwissenschaftler	Aristoteles, Euklid, Al-Chwarizmi, Blaise Pascal, Leonhard Euler, Carl Friedrich Gauß, Kurt Friedrich Gödel, Gottfried Wilhelm Leibniz
3.	Musikalisch-rhythmisch	Musikalität	Begabung zum Musizieren und Komponieren, Sinn für musikalische Prinzipien	Musiker	Johann Sebastian Bach, Wolfgang Amadeus Mozart, Ludwig van Beethoven
4.	Bildlich-räumlich	Räumliche Intelligenz	Theoretischer und praktischer Sinn für die Strukturen großer Räume, Erfassen enger, begrenzten Raumfelder	Seemann, Pilot, Bildhauer, Chirurg, Schachspieler, Ingenieur, Graphiker, Architekt	Leonardo da Vinci, Michelangelo Buonarroti, Raffael, Vincent van Gogh, Pablo Picasso
5.	Körperlich-kinästhetisch	Grobmotorik Feinmotorik	Fähigkeit, den Körper / Körperteile (Hand oder Mund) zur Problemlösung oder Gestaltung von Produkten einzusetzen	Tänzer, Schauspieler, Sportler, Handwerker, Chirurg, experimentell arbeitende Wissenschaftler, technische Berufsangehörige, Mechaniker	Mary Wigman, Anna Pawlowna Pawlowa
6.	Naturalistisch		Fähigkeit zu beobachten, zu unterscheiden, zu erkennen, Sensibilität für Naturphänomene	Jäger, Sammler, Landwirt, Naturforscher, Umweltspezialist, Tierarzt, Koch	Isaak 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 Mitmenschen	Eltern, Lehrer, Arzt, Verkäufer, führender Vertreter von Kirche und Staat, Vertreter der beratenden oder heilenden Berufe	Mahatma 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 Entscheidungen	Schriftsteller, Schauspieler, Künstler
9.	Existenziell	Spirituelle Intelligenz	Fokus auf grundlegende Existenzfragen	Religiöser/spiritueller Führer, Philosoph	Dalai Lama, Jean-Paul Sartre

Quelle: ► Dr. Howard Gardner (*1943) US-amerikanischer Assistenzprofessor der Entwicklungspsychologie, Graduate School of Education, Harvard Universität, Abschied vom IQ. Die Rahmen-Theorie der vielfachen Intelligenzen,
Klett-Cotta, 4. Auflage September 2005

Referenz: de.Wikipedia-Eintrag ► Theorie der multiplen Intelligenzen

Siehe auch: ► Professionelle Intelligenz – Gunter Dueck

[*] Fünf verschiedene Denkschemata (Mindsets)

Disziplinierte Intelligenz (kognitiv)
Synthesizierende Intelligenz (kognitiv)
Kreative Intelligenz (kognitiv)
Würdigende Intelligenz
Ethische Intelligenz

[*] Sieben Intelligenztypen – Eröffnung der Diskussion zu "multiplen Intelligenzen"

Linguistische Intelligenz
Logisch-mathematische Intelligenz
Musikalische Intelligenz
Körperlich-kinesthetische Intelligenz
Räumliche Intelligenz
Interpersönliche Intelligenz
Intrapersönliche Intelligenz

"Mein kritischer Durchgang lässt klar erkennen, dass die Erweiterung der ursprünglichen Siebenerliste
um den Begriff der naturalistischen Intelligenz gerechtfertigt ist." Howard Gardner

Book references featuring Howard Gardner, Ph.D. howardgardner.com (*1943) US American assistant professor of developmental psychology, Harvard Graduate School of Education, author
► [*] Frames of Mind, 1983
► [*] Five Minds for the Future Five Minds for the Future, Book Google version,
Harvard Business Review Press, 30. April 2007, 6. January 2009

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Vier Lernstufen – Neurolinguistische Programmierung (NLP)

Vier Lernphasen nach NLP

Lernschritt	Von Inkompetenz zur Kompetenz	Zeitpunkt der Lernerfahrung	Himmel/Hölle¹
1.	Unbewusste Inkompetenz	Vor dem Unterricht Beispielsweise Autofahren lernen	Unbewusster Himmel
2.	Bewusste Inkompetenz	Zu Beginn des Unterrichts	Unbewusste Hölle

3.	Bewusste Kompetenz	Gegen Ende des Unterrichts	Bewusste Hölle
4.	Unbewusste Kompetenz	Nach dem Unterricht	Bewusst emergierender Himmel

Siehe auch:
► Vier Entwicklungsebenen – Stanislav Grof und ► Vier Seinsebenen – Hartmann • Gebser • Heim
► Vier Intensitätsgrade von Freundschaft, Liebe und Wahrheit und ► Vier Stationen der Geburt – Stanislav Grof

See also: ► Vier Stationen der Geburt – Stanislav Grof

Vier Entwicklungsrunden während der Geburt und des Menschenlebens

༺༻	Pflicht···⇔···Kür	Himmel / Hölle²	Fokus	Konsensuelle Bewertung
1.	Pflicht-Runde	Unbewusster·Himmel	Geld- und Wissenserwerb, Überleben sichern	Positiv bewertet, begrüßt
2.	Pflicht-Runde	Unbewusste Hölle	Lieben lernen	Positiv bewertet, begrüßt

3.	Kür-Runde	Bewusste Hölle	Wirkmacht von Dominationsmacht unterscheiden lernen, reifen, weise werden	Abgewertet, gefürchtet
4.	Kür-Runde	Bewusster·Himmel	Tod und Wandel annehmen	Abgewertet, gefürchtet

Referenz: de.Wikipedia-Eintrag ► Neurolinguistische Programmierung (NLP)

Siehe auch:
► System-Reset ausgelöst durch den weltweiten Shutdown anlässlich der Covid-19-Plandemie 2020

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Lernphasen – Aufnehmen ♦ Aufspalten ♦ 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

Stufe	Ausdruck	Biblische Metapher	Prozessorte Wirkstoffe	Nahrung	Qualität	Empfänger-Status	Aufnahmeart	Verdauungs- art, -dauer
1.	Unbewusst Passiv	"Im Munde süß"	Mund Körpereingang Speichel	Milchbrei- nahrung	Leicht- verdaulich	Zahn- losigkeit	Eingelöffelt bekommen Schlucken	Rasch
2.	Halbbewusst	"Im Magen bitter"	Magen Körpermitte oben Magensäure	Mischkost	Normal- verdaulich	Milchzähne	Tischmanieren Selbständig essen	Mittel
3.	Unterschwellig bewusst Aktiv	"Scheidung der Geister"	Darm Körpermitte unten Enzyme Verfleischlichung	Fleischnahrung	Schwer- verdaulich	Zähne – Biss	Innerliches Verarbeiten Ausgiebig kauen	Langsam

4.	Gelebtes Bewusstsein	"Vertreibung aus dem Paradies" "Nicht vom Brot allein"	After Körperausgang Ausscheidung Ausstrahlung	Wort Gottes Aura, Prana	Wesenbildend Essenziell	Eigener Fleischkörper	Sich hingeben Sich umwandeln (verdauen) lassen	Integriert

Siehe auch: ► Bewusstsein und ► Essen
► Vier Stufen der interdisziplinären Entwicklung und ► Spaltdenken ⇔ Feldbewusstsein – Vier = 3:1 Entwicklungsphasen
► Geschichtliche Zyklen – Von der Gewaltherrschaft zur Macht der Liebe
► Loslassen und ► Bewusstsein und ► Unbewusst und ► Transformation und ► Integration

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)

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Zitate zum Thema Lernen / Learning

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Zitate allgemein

Persönliches Bekenntnis

Die Thoren behaupten, daß man nur immer auf seine eigenen Unkosten lernt [...] ich habe immer gesucht auf Kosten anderer zu lernen. Unbekannter Herausgeber, Der letzte Napoleon [III.] S. 236, Prochaska, 1872; fälschlicherweise Otto von Bismarck zugeschrieben

Empfehlungen

Bilde dich selbst und dann wirke auf andere durch das, was du bist.
Wilhelm von Humboldt (1767-1835) deutscher Gelehrter, Philosoph, Sprachforscher, zitiert in: Aphorismen.de

Lebe, als ob du morgen sterben müsstest.
Lerne, als ob du ewig leben müsstest.

Rabindranath Tagore (1861-1941) indisch-bengalischer Philosoph, Maler, Komponist, Musiker, Dichter, Schriftsteller,
Nobelpreisträger für Literatur, 1913, zitiert in: Aphorismen.de

Lerne zu scheitern oder scheitere darin zu lernen. Videointerview (engl.) mit Dr. Tal Ben-Shahar (*1970) US-amerikanischer Verhaltenspsychologe, Referent der Positiven Psychologie, Harvard University, IDC, Herzliya, Israel, Dozent, Autor, präsentiert von
dem US-amerikanischen Webportal Big Think, 23. September 2009

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Geheimnis des einträglichen Lernens:

Du wirst am meisten lernen, wenn Du etwas mit so großer Freude machst, dass Du nicht merkst, dass die Zeit vergeht. Ich bin manchmal so in meine Arbeit vertieft, dass ich das Mittagessen vergesse.
Albert Einstein (1879-1955) deutschstämmiger US-amerikanisch-Schweizer theoretischer Physiker, Entwickler der Allgemeinen Relativitätstheorie, Physik-Nobelpreisträger, 1921, Brief an seinen damals elfjährigen Sohn Hans-Albert Einstein, 4. November 1915, zitiert in: Dorie McCullough Lawson, Posterity. Letters of Great Americans to Their Children, Doubleday, May 2004, Anchor reprint issue 22. April 2008

Schlussfolgerung

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Primäreffekt ⇔ Rezenzeffekt

Eine der traurigsten Lektionen der Geschichte ist diese: Wenn wir lange genug betrogen wurden, neigen wir dazu, sämtliche Nachweise für die Täuschung zu verwerfen. Wir sind nicht mehr daran interessiert, die Wahrheit herauszufinden. Der Schwindel hat uns in Geiselhaft genommen. Es ist schlichtweg zu schmerzhaft, sich selbst und anderen gegen-
über einzugestehen, dass wir so leichtgläubig waren.
Carl Sagan (1934-1996) US-amerikanischer Astronom, Astrophysiker, Exobiologe, Fernsehmoderator, Sachbuchautor, Schriftsteller, Der Drache in meiner Garage. Die Kunst der Wissenschaft, Unsinn zu entlarven, Knaur, 1. Januar 2000; zitiert in: 20 Sagan-Zitate

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, zitiert in: Leonardo da Vinci, präsentiert von der Webseite Kunstzitate

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, zitiert in: Gutzitiert

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, zitiert in: Herausgeberinnen Marianne Genenger-Stricker, Brigitte Hasenjürgen, Angelika Schmidt-Koddenberg, Transkulturelles und interreligiöses Lernhaus der Frauen.
Ein Projekt macht Schule, S. 100, Verlag Barbara Budrich, 2009

Herbstszene, Avenue Raphaël
Paris, Frankreich, 18. November 2012

Es ist keine Schande, nichts zu wissen, wohl aber, nichts lernen zu wollen. Zugeschrieben Platon (427-347 v. Chr.) vorchristlicher altgriechischer Philosoph, Begründer der abendländischen Philosophie, zitiert in: Gute Zitate

Die einzige Form zu lernen, besteht in der Begegnung. Martin Buber (1878-1965) österreichisch-jüdischer Religions-
forscher und -philosoph, Das dialogische Prinzip. Ich und Du. Zwiesprache. Die Frage an den Einzelnen. Elemente des Zwischenmenschlichen. Zur Geschichte des dialogischen Prinzips, Auszüge, Verlag Lambert Schneider, Heidelberg, 1923, Gütersloher Verlagshaus, Heidelberg, 4. September 2001, 10. Auflage 2006

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Referenz:

Artikel Die pädagogisch-psychologische Konzeption der Krishnamurti-Schulen, präsentiert von Norbert Heider, undatiert

Die meisten Leute meinen, dass das Lernen durch den Vergleich gefördert wird, während doch das Gegenteil der Fall ist. Vergleich ruft Enttäuschung hervor und fördert lediglich den Neid, was Wettbewerb genannt wird. Wie andere Formen von Überredung verhindert der Vergleich Lernen und erzeugt Furcht.
Jiddu Krishnamurti (1895-1986) indischer spiritueller Lehrer, Theosoph, ausgerufen von der Theosophischen Gesellschaft als Maytreya, Philosoph, Autor, S. 10, 1984

Lernen ist Erfahrung – alles andere ist Information. Albert Einstein (1879-1955) deutschstämmiger US-amerikanischer theoretischer Physiker, Entwickler der Allgemeinen Relativitätstheorie, Nobelpreisträger in Physik, 1921, zitiert in: Zitate und
kleine Weisheiten von Albert Einstein, präsentiert von der Webseite Zeitblüten

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, 2005

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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, zitiert in: Aphorismen.de

Merkwürdigerweise zeigte sich Galileo Galilei als aufrichtig Glaubender weitsichtiger als seine theologischen
Gegner. Papst Johannes Paul II. (1920-2005) polnischer Theologe, 264. geistliches Oberhaupt der Katholischen Kirche (1978-2005), Seligsprechung 2011, Wiedergutmachungsrede an der Päpstlichen Akademie der Wissenschaften, 31. Oktober 1992

[These] Ausbildung [Erziehung] ist ein selbst-organisierendes System, in dem Lernen ein emergentes Phänomen ist. Videopräsentation von Sugata Mitra, Ph.D. (*1952) indischer Universalgelehrter, Professor der pädagogischen Verfahrenskunde, Newcastle Universität, England, Neue Experimente auf dem Gebiet des selbstgesteuerten Lernens, präsentiert von TED Talks, Minute 16:29, 17:14 Minuten Dauer, gefilmt Juli 2010, eingestellt September 2010

Herbst in der Vorstadt,
Canterbury, Victoria, Australien

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Meisterschaftskurve – Theorie des interpunktierten Gleichgewichts

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 brau-
chen ein Umfeld, das uns wirklich fordert, jedoch auf hand-
habbare, 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 dem deutschen Magazin "Was ist Erleuchtung? (WIE)", Craig Hamilton, US-amerikanischer Chefredakteur des aufgelösten Magazins Was ist Erleuchtung (WIE) (1998-12/2006), Heft 9, 2003

Lernen heißt, neue Fähigkeiten zu verinnerlichen, mit denen man Ziele erreichen kann, die bisher unerreichbar waren. Dr. Fred Kofman (*1960) US-amerikanischer Wirtschaftswissenschaftler, UCB, Hilfsprofessor für Metamanagement und Systemkon-
trolle, Sloan School of Management, MIT, zitiert in: Artikel "Schön, dass SIE da sind!", PDF, präsentiert von der Publikation kiwi-kiel.de, Juni 2015

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. Dr. Fred Kofman (*1960) US-amerikanischer Wirtschaftswissenschaftler, UCB, Hilfsprofessor für Metamanagement und Systemkontrolle, Sloan School of Management, MIT, WU WEI. Die Lebenskunst des TAO, S. 1, Rororo Verlag, Reinbek bei Hamburg, 1996, 9. Auflage 3. Januar 2005

Lernen und Genießen sind das Geheimnis eines erfüllten Lebens. Lernen ohne Genießen verhärmt, Genießen ohne Lernen verblödet. Richard David Precht (*1964) deutscher Philosoph, Dozent, Fernsehmoderator, Publizist, Wer bin ich. Und wenn ja, wieviele? Eine philosophische Reise, Goldmann Verlag, 24. Auflage September 2007

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 Wunderba-
re, 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, Autor, "Wahrnehmen wahrnehmen", präsentiert von "Ars Electronica", Philosophien der neuen Technologie, Kapitel "Wahrnehmen wahrnehmen", S. 441, Merve Verlag, Berlin, 1989, 1991

Die zentrale Soziale Frage der Zukunft wird die Bildung.
Matthias Horx (*1955) deutscher Soziologe, Unternehmensberater, Zukunfts- und Trendforscher, Publizist, Es geht uns besser, aber wir fürchten uns mehr, Zukunftsaussichten der Deutschen/Europäer, präsentiert von 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 Soziologe, Unternehmensberater, Zukunfts- und Trendforscher, Publizist, zitiert in: Zukunftsforschung im Blickfeld von Werten, präsentiert von der Publikation Nutriviva, undatiert

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 still-
halten und auswendig lernen. Matthias Horx (*1955) deutscher Soziologe, Unternehmensberater, Zukunfts- und Trendforscher, Publizist, zitiert in: Zukunftsforschung im Blickfeld von Werten, präsentiert von der Publikation Nutriviva, undatiert

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 von dem österreichischen Nachrichtenmagazin profil, S. 90, Heft 20,
14. Mai 2012

Referenz: de.Wikiquote-Eintrag ► Lernen

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

Also lautet ein Beschluss:
Dass der Mensch was lernen muss.
Wilhelm Busch (1832-1908) deutscher Zeichner, Maler, humoristischer Dichter, Max und Moritz, Vierter Streich, S. 39, 1865

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Schule von Athen, 1510/1511, Stanza della Segnatura, Vatikan, Rom, Italien, Raffaello Sanzio (1483-1520) italienischer Maler

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[Edit]

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 have learned there is no joy without hardship. There is no pleasure without pain. Would we know the comfort of peace without the distress of war? Elisabeth Kübler-Ross, M.D. (1926-2004) Swiss US American psychiatrist, death and dying researcher, founder of Near-death studies, author, The Wheel of Life. A Memoir of Living and Dying, Scribner, 1997, Touchstone, edited edition 19. June 1998

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, bestselling black author, Words To Oprah, 7. April 2010

Strawberry cake

They [people] may forget what you said – but they will never forget how you made them feel. Carl Buehner, cited in: Richard Evans, Quote Book, Publisher's Press, 1971, misattributed to Maya Angelou (1928-2014) US American historian, actress, producer, educator, civil-rights activist, director, playwright, poet, bestselling 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.

Attributed to Maya Angelou (1928-2014) US American historian, actress, producer, educator, civil-rights activist, director, playwright, poet, bestselling black author, see Quote Investigator

Personally, I am always ready to learn, although I do not 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, speech in the House of Commons, London, recorded in the Hansard, 4. November 1952; zitiert in: Goodreads Quotable Quote

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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, founder and editor of the feminist magazine Ms., journalist, writer, zitiert in: Goodreads Quotable Quote

Learn to fail or fail to learn. Video interview with Tal Ben-Shahar, Ph.D. (*1970) US American organizational behaviorist, lecturer on positive psychology and leadership, Harvard University, Boston, faculty of the Interdisciplinary Center (IDC), Herzliya, Israel, writer, How to Fail Well, presented by the US American web portal Big Think, 2:19 minutes duration, posted 23. September 2009,
2. October 2009

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Differentiate the spirits

So preserve yourselves, my brothers, from the calamities of this place, for distinguishing it is extremely difficult!
Souls find it sweet, and then within it they are duped, since they become completely enamored of it.
Sufi proverb

Conclusions

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, bestselling black author, zitiert in: Goodreads Quotable Quote

Every act of conscious learning requires the willingness to suffer an injury to one's self-esteem. That is why young children, before they are aware of their own self-importance, learn so easily. Thomas S. Szasz (1920-2012) Hungarian US-American professor emeritus of psychiatry, State University of New York Health Science Center, Syracuse, New York, social critic of the moral and scientific foundations of psychiatry and scientism, cited in: Goodreads Quotable Quote

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, founder and editor of the feminist magazine Ms., journalist, writer, cited in: Goodreads Quotable Quote

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, cited in: The German Sustainability Awards Ceremony, präsentiert von der Webseite janefonda.com, 6. November 2009

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, The Life of Reason, volume 1 of 5, chapter "Reason in Common Sense", S. 284, 1905

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, source unknown

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, cited in: Goodreads Quotable Quote

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

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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 Sufi mystic, jurist, theologian, poet, Edward Henry Whinfield, translator, Masnavi, book 1, story 5, 1898, 2000

Learning is remembering. Plato [LoC 485] (427-347 BC) Ancient Greek pre-Christian founder of the occidental philosophy, writer, dialogue Phaedo [On the Soul], 385-378 BC

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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, cited in: Martin Buber, presented by the publication primus.ca, undated

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), cited in: article Why education is one of the most powerful weapons to transform society, presented by the weekly Indian English-language news magazine India Today, 2. September 2019

The ultimate lesson is learning how to love and be loved unconditionally.
Variant: The ultimate lesson all of us have to learn is unconditional love, which includes not only others but ourselves as well. Elisabeth Kübler-Ross, M.D. (1926-2004) Swiss US American psychiatrist, death and dying researcher, founder of Near-death studies, author, The Wheel of Life. A Memoir of Living and Dying, Scribner, 1997, Touchstone, edited edition 19. June 1998

Throughout life, we get clues that remind us of the direction we are supposed to be headed if you stay focused, then you learn your lessons. Elisabeth Kübler-Ross, M.D. (1926-2004) Swiss US American psychiatrist, death and dying researcher, founder of Near-death studies, author, The Wheel of Life. A Memoir of Living and Dying, Scribner, 1997, Touchstone, edited edition 19. June 1998

When you learn your lessons, the pain goes away. Elisabeth Kübler-Ross, M.D. (1926-2004) Swiss US American psychiatrist, death and dying researcher, founder of Near-death studies, author, The Wheel of Life. A Memoir of Living and Dying, Scribner, 1997, Touchstone, edited edition 19. June 1998

He does not learn in order to accumulate learning as his own treasure of knowledge, but in order to place 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, author, Knowledge of the Higher Worlds And Its Attainment. An Esoteric Spiritualism Initiation, GA 10, The Anthroposophic Press, 1947, S. 30-31, CreateSpace, 23. January 2011

Now what we know from research is that it takes 400 repetitions of an act or a learning skill, 400 times, to get one new synapse. Or – would you like to know an option – there's an option. Or, 12 repetitions with joy and laughter and you get a synapse because there's a release of a chemical dopamine.
- Scientists have recently determined that it takes approximately 400 repetitions to create a new synapse in the brain – unless it is done with play, in which case, it takes between 10 and 20 repetitions!

Dr. Karyn Purvis (1949-2016) US American child development expert, author, cited in: A New Book From Dr. Karyn Purvis

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, cited in: Goodreads Quotable Quote

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

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Iconic Revolution – Dyslexia is predominantly male (9 boys :1 girl)

Dyslexia characterizes a predominant right brain.

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 television 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 can-
not be sure that dyslexia was not always among us, it seems to have erupted at the very moment that an entire gene-
ration was devaluing the left hemispheric mode of knowing. Perhaps television is the agent equilibrating the hu-
man 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, 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 representa-
tions 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 struc-
tural 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 (1928-2021) Chilean biologist, co-developer of concept of autopoiesis to biology, philosopher, constructivist, se-
cond-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, presented by the peer-reviewed academic journal Philosophy of Science, Vol. 42, chapter 2, S. 62, D. Reidel Publishing Company, 1st edition 1980

In an information society, education is no mere amenity; it is the prime tool for growing people and profits.
John Naisbitt (1929-2021) US American futurologist, China expert living in Europe and China, author of Megatrends, 1982, cited
in: AZ Quotes

In a world that is constantly changing, there is no one subject or set of subjects that will serve you for the fore-
seeable future, let alone for the rest of your life. The most important skill to acquire now is learning how to learn.
John Naisbitt (1929-2021) US American futurologist, China expert living in Europe and China, author of Megatrends, 1982, cited
in: BrainyQuote

Some people will never learn anything – because they understand everything too soon.
Alexander Pope (1688-1744) English translator, poet, neoclassic writer, cited in: Goodreads Quotable Quote

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 Ericsson | The Future of Learning, Networked Society, presented by Ericsson – Networked Society, Vimeo film, minute 3:50, 20:16 minutes duration, posted 3. September 2013

Lemons for sale at outdoor market
Vouliagmeni, Athens, Greece

[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 is a life long process in which an individual acquires information that causes maturity and purpose. This process often leads people to operate as functional individuals in our society. Information acquired in the learning process can come from a variety of situations such as formal education and life experiences. The multiplicity of experiences in my life has surely helped me to mature.
Learning is multidimensional. It is intellectual and what I call heart smart. On one part, there is the mental stimulation that is gained through learning and assessed through many forms of written and performance-based tests. However, one cannot focus primarily on the intellectual. Learning must also be achieved in the areas that affect the choices and empathic intelligence of a person, leaving him or her empowered to make a difference in their lives and in the lives of others.
There is also a difference between acquiring information and being able to understand and apply the information that has been learned. In attempts to understand myself as a learner, I discovered that learning is complex and involves motivation, inquiry, research and reflecting.
Motivation is a direction of energy that plays a role in how I learn. Persistence, direction and intensity are the three main components of my motivation. Persistence relates to how long and hard I work to reach a goal, even through adversity. Direction relates to the choices that I make while in pursuit of my goals. Intensity relates to the degree of desire that I may have toward learning or accomplishing my goals. Through much reflection and discussion, I discovered that my motivation has become more intrinsic rather than extrinsic. Article by Ruthie Riddle, US American professor of education, Michigan State University, Teaching is Learning. Learning is Teaching, PDF, undated

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, reposted 17. April 2021

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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, reposted 17. April 2021

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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, reposted 17. April 2021

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. It's 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, cited in: removed article What's the future of learning in a networked society?, presented by the publication thenextweb.com, Paul Sawers, 22. October 2012

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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 the US American web portal Big Think, 2:01 minutes duration, posted 24. May 2012

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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 (*1960) US American longevity coach, explorer, journalist for the National Geographic, educator, author, deleted Facebook comment,
26. September 2012

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Self-talk

Talking to oneself helps – backed up by science.
1. The human brain works more efficiently.
2. Children learn better.
3. It helps to organize one's thoughts.
4. It helps to achieve more goals.
Blog article People Who Talk To Themselves Aren't Crazy, They're Actually Geniuses, presented by the publication |elitedaily.com,
Gigi Engle, 9. July 2015

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Old school mentality

Don't look and don't copy because that's cheating.
Outside of school that's called collaboration. RSA Animate video presentation by Sir Ken Robinson (1950-2020) 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 RSA 14. October 2010

Anyone who stops learning is old, whether at twenty or eighty. 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, cited in: Goodreads Quotable Quote

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:
༺༻	Principle	Legend
1.	Diversity	Human beings are naturally different and diverse. Education under "No Child Left Behind" is not based on diversity, but on conformity.
2.	Curiosity	Curiosity is the engine of achievement. Children are natural learners. Teaching is a creative profession.
3.	Creativity	The human life is inherently creative. The real role of leadership in education is control of climate, creating a climate of possiblity.
Source: ► Video presentation by Sir Ken Robinson (1950-2020) 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. Archived audio presentation by Douglas Thomas, Ph.D. (*1966) US American associate professor, Annenberg School for Communication, University of Southern California, cultural historian, journalist, author, Douglas Thomas on A New Culture of Learning, presented by the Canadian TV station TVO, Ontario, special series "Learning 2030", 56:34 minutes duration, posted 10. 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. Archived audio presentation by Douglas Thomas, Ph.D. (*1966) US American associate professor, Annenberg School for Communication, University of Southern California, cultural historian, journalist, author, Douglas Thomas on A New Culture of Learning, presented by the Canadian TV station TVO, Ontario, special series "Learning 2030", minute 29:58, 56:34 minutes duration, posted 10. 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. Archived audio presentation by Douglas Thomas, Ph.D. (*1966) US American associate professor, Annenberg School for Communication, University of Southern California, cultural historian, journalist, author, Douglas Thomas on A New Culture of Learning, presented by the Canadian TV station TVO, Ontario, special series "Learning 2030", minute 28:24 and minute 29:58, 56:34 minutes duration, posted 10. 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, cited in: Goodreads Quotable Quote

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, cited in: All Author

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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, Human Design is Your Genetic Code, date unknown

Most college students go to college and get a degree, but not an education. Anthony J. D'Angelo, US American chief visionary officer of the Collegiate EmPowerment, cited in: ANTHONY J. (TONY) D’ANGELO, presented by the website collegiate-empowerment.org

Many who are self-taught far excel the doctors, masters, and bachelors of the most renowned universities. Ludwig von Mises, theoretical Austrian School economist, expert on praxeology, Theory and History. An Interpretation of Social and Economic Evolution, S. 263, Yale University Press, Ludwig von Mises Institute, 1957

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, cited in: Goodreads Quotable Quote

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. Alvin Toffler (1928-2016) US American futurist, focused on digital revolution, communication revolution, corporate revolution and technological singularity, writer, Future Shock, Random House, 1970; cited in: Goodreads Quotable Quote

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, cited in: Goodreads Quotable Quote

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

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

Necessity is the mother of invention. American saying
- Yet a true creator is necessity, which is the mother of our invention. Plato (427-347 BC) Ancient Greek pre-Christian philosopher, founder of the occidental philosophy, The Republic, book II, 369c, 360 BC

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

Reference: en.Wikiquote entry ► Learning

Literature quotes

Reason and learning are like body and soul.
Without the body, the soul is nothing but empty wind.
Without the soul, the body is but a senseless frame.
Khalil Gibran (1883-1931) Lebanese American painter, philosopher, poet, writer, The Treasured Writings of Kahlil Gibran, S. 475, Castle Books, 15. June 2013

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 (1926-2016) US American author, character Calpurnia in To Kill a Mockingbird, part 2, chapter 12, J. B. Lippincott & Company, 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

Every time a man sets himself to learn, he has to labor as hard as anyone can, and the limits of his learning are determined by his own nature. Therefore, there is no point in talking about knowledge. Fear of knowledge is natural; all of us experience it, and there is nothing we can do about it. But no matter how frightening learning is, it's more terrible to think of a man without knowledge. ⚡ Carlos Castaneda (1925-1998) Peruvian US American anthropologist, diplomat, author, major character in the series of books on Nagual 'Sorcery' Don Juan Matus, The Power of Silence. Further Lessons of don Juan, Washington Square Press, 1987, reissued edition 1. June 1991

Religious literature

There are four types among those who sit before the sages: the sponge, the funnel, the strainer and the sieve.
The sponge absorbs all.
The funnel takes in at one end and lets it out the other.
The strainer rejects the wine and retains the sediment.
The sieve rejects the coarse flour and retains the fine flour.

Talmud, Ethics of the Fathers, chapter 5, verse 15

Movie quote

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 Brothers, issued 10. April 1981

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

Kate Bush (*1958) British singer, pianist, songwriter,
Constellation of the Heart, track 9 on "The Red Shoes", released 2. November 1993

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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, play Agamemnon

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

Chinese Proverb

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Quotes by John Hagel

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Education used as competition pusher

It's quickly dawning on us instead that our education was at best a thin foundation that needs to be continually refreshed in order for us to stay competitive. 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. 12, Basic Books, April 2010, Trade Paper, 2nd edition
4. December 2012

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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

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Education may hinder learning.

We have to be willing to risk looking like we don't know the answer, or maybe the question. We've got to wean ourselves from the over dependence on expertise we've labored so hard to accumulate. To paraphrase Albert Einstein, we must avoid letting our education interfere with our learning. 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. 117, Basic Books, April 2010, Trade Paper, 2nd edition 4. December 2012

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'''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

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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

Question: Resolution of most conflict, then, is possible by education?
Answer: That is true. Compassion and wisdom go hand in hand. To complain about the limitations and defects of others is futile and unrealistic. Dr. David R. Hawkins, The Eye of the I From Which Nothing Is Hidden, S. 203, 2001

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 crumb-
ling, 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 diffe-
rentiate political progress from social disaster.
Dr. David R. Hawkins, Reality, Spirituality and Modern Man, Veritas Publishing, Kindle edition 2008

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Acceptance of inevitable human error is more beneficial than denunciation.

All humanity and its institutions are on a learning curve so that tolerance for human error is more appropriate than denunciation. (In Christian theology, 'sin' is technically actually error.) Dr. David R. Hawkins, Reality, Spirituality and Modern Man, Veritas Publishing, Kindle edition 2008

Mankind is on a learning curve of biological/social evolution. Dr. David R. Hawkins, Reality, Spirituality and Modern Man, Veritas Publishing, Kindle edition 2008

Comprehension at great depths unravels the essential truth of seeming complexity. It is said that there are 10,000 ways to God, yet they can all be reduced to certain critical elements common to all successful pathways. Dr. David R. Hawkins, Along the Path to Enlightenment. 365 Reflections from David R. Hawkins, "Preface", edited by Scott Jeffrey,
Hay House, January 2011

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Englische Texte – English section on Learning

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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 modality	Reference	Legend	Professions	Famous personalities
1.	Musical-rhythmic and harmonic	Musicality	Sensitivity to sounds, rhythms, tones, and music, able to sing, play musical instruments, and compose music	Musician	Wolfgang Amadeus Mozart, Johann Sebastian Bach, Ludwig van Beethoven
2.	Visual-spatial	Spatial intelligence	Spatial judgment, theoretical and practical sense for the structures of huge spaces, ability to visualize with the mind's eye, grasping of narrow, limited spatial fields	Seaman, pilot, sculptor, surgeon, chess player, engineer, graphic designer, architect	Leonardo da Vinci, Michelangelo Buonarroti, Raphael, Vincent van Gogh, Pablo Picasso
3.	Verbal-linguistic	Linguistic intelligence	Facility with words and spoken and written languages, good at reading, writing, telling stories and memorizing words along with dates/data	Lawyer, speaker, poet, writer	William Shakespeare, Johann Wolfgang Goethe, Homer
4.	Logical-mathematical	Reason	Sense of logic, abstractions, reasoning, numbers and critical thinking, capacity to logically and scientifically analyze, understand the underlying principles of causal systems	Mathematician, 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-kinesthetic	Gross 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 things	Athlete, dancer, musician, actor, builder, surgeon, experimental scientist, mechanic, technician, police officer, soldier	Mary 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 followers	Sales person, teacher, physician, manager in church and state, politician, actor, counselor, social worker	Mahatma Gandhi, Nelson Mandela, Rev. Martin Luther King, Jr., Kofi Annan
7.	Intrapersonal Emotionale Intelligenz: John D. Mayer, Peter Salovey, Daniel Goleman	Introspection	Introspective and self-reflective capacities, understanding the self, one's strengths and weaknesses, uniqueness, being able to predict one's own reactions/emotions	Author, actor, artist
8.	Naturalistic	Surrounding	Nurturing 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 ecosphere	Hunter, gatherer, farmer, botanist, chef	Isaac Newton, Charles Darwin, Albert Einstein
9.	Existential	Spirituality Religion	Focus on fundamental existential issues	Religious and spiritual leader, Philosopher	Dalai Lama, Jean-Paul Sartre

Written source: ► Howard Gardner, Ph.D. howardgardner.com (*1943) US American assistant professor of developmental psychology, Harvard Graduate School of Education, author, Changing Minds. The Art and Science of Changing Our Own and Other People's Minds, Harvard Business Review Press, 1st edition 1. March 2004

Reference: en.Wikipedia entry ► Theory of multiple intelligences

See also: ► Professional intelligence – Gunter Dueck

Siehe auch: ► Theorie der multiplen Intelligenzen – Howard Gardner und ► Professionelle Intelligenz – Gunter Dueck

[*] Five different mindsets

Disciplined mind (cognitive)
Synthesizing mind (cognitive)
Creative mind (cognitive)
Respectful mind
Ethical mind

[*] Seven Intelligence types – Opening the discussion on "multiple intelligences"

Linguistic
Logical-mathematical
Musical
Bodily-kinesthetic
Spatial
Interpersonal
Intrapersonal

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Learning phases – Intake ♦ Breaking ♦ Digestion ♦ Elimination

D e v e l o p m e n t a l s t a g e s
Related to various metaphors of food and digestion

Stage	Expression	Biblical metaphor	Location Active components	Food	Quality	Recipient status	Intake mode	Duration of digestion
1.	Unconscious Passive	"Sweet in the mouth"	Mouth Orifice Saliva	Baby cereal	Easily digestible	Edentulism	Being spoonfed Swallowing	Quick
2.	Half conscious	"Bitter in the stomach"	Stomach Above body midline Gastric acid	Mixed diet	Median digestible	Primary teeth	Table manners Self-reliant eating	Average
3.	Subliminally conscious Active	"Separation of spirits"	Intestinal tract Below body midline Enzymes Enfleshing	Meat diet	Hard to digest	Teeth With an edge	Internal Processing Thorough chewing	Slow

4.	Experienced consciousness	"Expulsion from Paradise" "Man does not live by bread alone."	Anus Body opening Elimination Charisma	The Word of God Aura, Prana	Entity forming Essential	One's own flesh body	Surrender Allowing transforming (digesting)	Integrated

See also: ► Food ► Letting go ► Consciousness ► Unconscious ► Transformation ► Integration

Siehe auch: ► Lernphasen – Aufnehmen ♦ Aufspalten ♦ Verdauen ♦ Ausscheiden

In fact, though by this time you ought to be teachers, you need someone to teach you the elementary truths of God's word all over again. You need milk, not solid food! Anyone who lives on milk, being still an infant, is not acquainted with the teaching about righteousness. Hebrews 5, 12-13 (NT)

I gave you milk, not solid food, for you were not yet ready for it. Indeed, you are still not ready. You are still worldly. For since there is jealousy and quarreling among you, are you not worldly? Are you not acting like mere humans? 1 Corinthians 3, 2-3 (NT)

Jesus answered, "It is written: 'Man shall not live on bread alone, but on every word that comes from the mouth of God." Matthew 4, 4 (NT)

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Four pillars of learning – James Zull

The brain's learning cycle

༺༻	Pillar	Process	Brain area	Description	Effect
1.	Creation	Sense	Sensory·cortex	Reception of new information, first input from outside world, vision, hearing, touch, smells and taste	Primacy effect
2.	Meaning	Connections images purpose	Back integrative cortex	Reflective observation, engaged in memory formation, reassembly of sensory data, language comprehension, developing spatial relationship, identifying objects, faces and motion
3.	Information	Ideas and plans	Frontal integrative cortex	Short term memory, problem solving, abstract hypotheses, making decisions, assembling plans for action, assembly of language, making judgments and eva- luations, directing the action of the rest of the brain, organizing actions and activities of the body

4.	Action	Putting into practice	Motor cortex	New 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	Recency effect

When all steps in the learning cycle are working well in an emotionally supportive environment, the result is continuous active learning. Whenever any of these steps is inhibited, active learning is not happening.

Written sources featuring James E. Zull, Ph.D. (*1939) 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
► Wordpress resource Natural Learning Cycle, summarized by learnercenteredteaching, undated

Reference: en.Wikipedia entry ► Primacy effect and recency effect

See also:
► Conscious competence learning model
► Four collective denial patterns – Breaking taboos
► Education and ► Beliefs and ► Taboo and ► Meaning and ► Purpose and ► Language
► Goal setting, plans and ► Problem solving and ► Decisions and ► Knowledge and ► Psychology

Primacy effect ⇔ recency effect

"One of the saddest lessons of history is this: If we’ve been bamboozled long enough, we tend to reject any evidence of the bamboozle.
We're no longer interested in finding out the truth. The bamboozle has captured us. It is simply too painful to acknowledge – even to our-
selves – that we've been so credulous." Carl Sagan (1934-1996) US American astronomer, astrophysicist, cosmologist, exobiologist, science popularizer
and communicator in the space and natural sciences, author, The Demon-Haunted World. Science as a Candle in the Dark, Random House, Ballantine Books, 1995

Cooking in school

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Conscious competence learning model

The four stages of acquiring competence

༺༻	Level·of·competence	Legend
1.	Unconscious incompetence	The individual does not understand or know how to do something and does not necessarily recognize the deficit. They may deny the usefulness of the skill. The individual must recognize their own incompetence, and the value of the new skill, before moving on to the next stage. The length of time an individual spends in this stage depends on the strength of the stimulus to learn.
2.	Conscious incompetence	Though the individual does not understand or know how to do something, he or she does recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage.

3.	Conscious competence	The individual understands or knows how to do something. However, demonstrating the skill or knowledge requires concentration. It may be broken down into steps, and there is heavy conscious involvement in executing the new skill.
4.	Unconscious competence	The individual has had so much practice with a skill that it has become "second nature" and can be performed easily. As a result, the skill can be performed while executing another task. The individual may be able to teach it to others, depending upon how and when it was learned.

Source: ► Article featuring GTI employee Noel Burch, Learning a New Skill is Easier Said Than Done,
presented by the Gordon Training International, 1970s, Linda Adams, president of GTI, 2000s

References: en.Wikipedia entries ► Four stages of competence and ► 10,000-Hour Rule and ► Dunning-Kruger effect

See also:
► From conception to birth – Stanislav Grof
► Four pillars of learning – James E. Zull
► Step models and ► Error and ► Maturity and ► Education and ► Transpersonal psychology and ► Gesetz 3:1

Dunning–Kruger effect = Self-awareness deficit of incompetents = Lack of "knowing thyself"

[Paraphrased summary] Incompetent ignorant Westerners (not Easterners or Resteners) cannot know they're incompetent or deny
their lack of skill, experience and knowledge (incompetence).
Much incorrect self-assessment of competence of Americans is due to the ignorance of the standards of performance of an activity (such as reading comprehension, motor-vehicle operation, playing chess or tennis, practice of medicine).
Justin Kruger and David Dunning's research on patterns of overestimation of competence
at Cornell University (1999) indicated that incompetent Westerners will:

➤ fail to recognize their own lack of skill,

➤ fail to recognize the extent of their inadequacy,

➤ fail to accurately gauge skill in others,

➤ recognize and acknowledge their lack of skill only after being exposed to formal training in that skill.

➤ The skills needed to produce a solution coincide with the skills needed to recognize what a right answer is.

Fools rush in where angels fear to tread. […]
Distrustful sense with modest caution speaks;
It still looks home, and short excursions makes;
But ratling nonsense in full follies breaks;
Alexander Pope (1688-1744) English translator, poet, neoclassic writer,
first major poem An Essay on Criticism, lines 626-628, 1711

References: en.Wikipedia entries ► Dunning-Kruger effect ► Cognitive dissonance ► Curse of knowledge
► Four stages of competence ► Grandiose delusions ► Hanlon's razor ► Hubris ► Optimism bias
► Overconfidence effect ► Self-deception ► Self-serving bias ► Superiority complex ► Ultracrepidarianism

See also: ► Knowledge and ► Solution finding and ► Psychology and ► Cognitive dissonance

Siehe auch: ► Der Dunning-Kruger-Effekt

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There's a hole in my sidewalk

Autobiography in five chapters

༺༻	1st station	2nd station	3rd station	4th station	5th 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 Subject ⚠ Object	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.	./.	./.
Responsibility	It 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: ► Poems and ► Four collective denial patterns – Breaking taboos

Siehe auch: ► Fünf Lernstationen und ► Sucht

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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.

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Links zum Thema Lernen / Learning

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Literatur

Robert Anton Wilson (1932-2007) US-amerikanischer Philosoph, Anarchist, agnostischer Mystiker, Erfolgsautor, Der neue Prometheus. Die Evolution unserer Intelligenz, Hugendubel, 1983, Neuauflage August 2003
Dr. Carla Hannaford, US-amerikanische Biologin, Pädagogin, Fachberaterin, Autor, Bewegung – das Tor zum Lernen (Lernen durch Bewegung), VAK Verlag, 8. Ausgabe 15. Januar 2013
Dr. Julia Shaw (*1987) deutsch-kanadische Rechtspsychologin, Autorin, Das trügerische Gedächtnis. Wie unser Gehirn Erinnerungen fälscht, Heyne Verlag, München, 9. Januar 2018

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Literature (engl.)

Rudolf Steiner (1861-1925) Croation-born Austrian cultural philosopher, architect, literary critic, social reformer, mystic esotericist, founder of anthroposophy, author, Knowledge of the Higher Worlds And Its Attainment. An Esoteric Spiritualism Initiation, The Anthroposophic Press, 1947, CreateSpace, 23. January 2011
Portia Nelson (1920-2001) US American singer, composer, painter, photographer, actress, lyricist, 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
Carla Hannaford, Ph.D., US American professor of biology, educator, consultant, author, Smart Moves. Why Learning Is Not All In Your Head, Great River Books, 1995, revised 2nd edition 23. June 2005, 3rd edition 18. September 2007
Carla Hannaford, Ph.D., US American professor of biology, educator, consultant, author, The Dominance Factor. How Knowing Your Dominant Eye, Ear, Brain, Hand, & Foot Can Improve Your Learning, 1997
Malcolm Gladwell, CM (*1963) Canadian historian, sociologist, civil engineering professor emeritus, University of Waterloo, Ontario, Canada, business consultant, speaker, journalist, staff writer at The New Yorker magazine since 1996, author, The Tipping Point. How Little Things Make a Big Difference, Back Bay Books, 7. January 2000
James E. Zull, Ph.D. (*1939) 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, 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
Howard Gardner, Ph.D. howardgardner.com (*1943) US American assistant professor of developmental psychology, Harvard Graduate School of Education, Changing Minds. The Art and Science of Changing Our Own and Other People's Minds, Harvard Business School Press, 1st edition 1. March 2004
Malcolm Gladwell, CM (*1963) Canadian historian, sociologist, civil engineering professor emeritus, University of Waterloo, Ontario, Canada, business consultant, speaker, journalist, staff writer at The New Yorker magazine since 1996, author, Blink. The Power of Thinking Without Thinking, 2005
Howard Gardner, Ph.D. howardgardner.com (*1943) US American assistant professor of developmental psychology, Harvard Graduate School of Education, Five Minds for the Future, Book Google, 1st edition 30. April 2007, Harvard Business School Press, 1. February 2009
Carla Hannaford, Ph.D., US American professor of biology, educator, author, Playing in the Unified Field. Raising and Becoming Conscious, Creative Human Beings, Great River Books, 1st edition 1. March 2010
Dr. Martin Nowak (*1965) Austrian professor of biology and mathematics, director of the program for evolutionary dynamics, Harvard University, Roger Highfield, British science editor, director of external affairs, Science Museum Group, author, SuperCooperators. Altruism, Evolution, and Why We Need Each Other to Succeed, Free Press, reprint, 27. March 2012
Kevin Carey (*1970) US American policy analyst, higher education writer, The End of College. Creating the Future of Learning and the University of Everywhere, Riverhead Books, 3. March 2015

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Externe Weblinks

Wikipedia-Einträge Fragekontexteffekt (Reihenfolge-Effekte), Lernen, Primäreffekt, Rezenzeffekt (Primacy and recency effect) Psychologisches Phänomen: im engeren Sinn das Kurzzeitgedächtnis betreffend, im weiteren Sinn erhält die zuletzt aufgenommene Informationen aufgrund der besseren Erinnerungsfähigkeit stärkeres Gewicht als früher Gelerntes., Theorie der multiplen Intelligenzen nach Prof. Howard Gardner
Persönlichkeiten Prof. Howard Gardner, Prof. Dr. Peter Gerjets

Ergebnis einer Lernstudie der Universität Dresden, Hausaufgaben bringen nichts, präsentiert von dem deutschen Nachrichten-
magazin Spiegel Online, 11. Januar 2008
Übersetzter Beitrag von Valerie Thomas Welche Lektionen lernen Menschen leider oft zu spät im Leben?, präsentiert von der kalifornischen Frage-und-Antwort Webseite Quora, Elfriede Ammann, 2.1k Aufrufe · 43 Likes, 4. November 2019

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External web links (engl.)

Wikipedia entries Law of primacy in persuasion postulated by Frederick Hansen Lund in 1925, Learning, Recency and Primacy Effects, Recency effect, Serial position effect / Primacy effect, term coined by Hermann Ebbinghaus, State-dependent learning (state-dependent memory), Theory of multiple intelligences according to Howard Gardner
Personalities Howard Gardner

Service link Article The 37 Best Websites To Learn Something New, presented by the stories outlet Medium, Kristyna Z.,
1. July 2015

Powerpoint presentation by James E. Zull, Ph.D. (*1939) 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, The Art of Changing the Brain: Enriching teaching by exploring the biology of learning, PowerPoint PPT, date unknown
Quizlet flashcard set Child Development/Developmental Milestones, chapter 2, presented by the publication Quizlet, Brittany Laine W, date unknown

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Audio und Videolinks

Videointerview mit Prof. Dr. Peter Kruse (1955-2015) deutscher Honorarprofessor für Allgemeine und Organisationspsycho-
logie, Universität Bremen, Psychologe, Netzwerkforscher zur Komplexitätsverarbeitung in intelligenten Netzwerken und kohärenter Musterbildung, Geschäftsführer von Nextpractice, Unternehmensberater, 04 Lernen zwischen Störung und übersummativer Erfahrung, YouTube Film, 2:39 Minuten Dauer, eingestellt 25. März 2008

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 Organisationspsycho-
logie, 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.

Videopräsentation von Sugata Mitra, Ph.D. (*1952) indischer Universalgelehrter, Professor der pädagogischen Verfahrens-
kunde, Newcastle Universität, England, Neue Experimente auf dem Gebiet des selbstgesteuerten Lernens, presented by
TED Talks, 17:14 Minuten Dauer, gefilmt Juli 2010, eingestellt September 2010

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

Videopräsentation von Prof. Dr. Gerald Hüther (*1951) deutscher Neurobiologe, Hirnforscher, Universität Göttingen, Gelassenheit hilft. Anregungen für Gehirnbenutzer, präsentiert von der Sinnstiftung, 41:59 Minuten Dauer, eingestellt
12. September 2010

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.

Videointerview mit Ricardo Leppe (*1990) österreichischer Zauberkünstler, Gedächtnistrainer, Lerntrainer, Gründer des Vereins "WissenSchafft Freiheit", Lernen neu denken – Ricardo Leppe im Gespräch, präsentiert von der YouTube-Plattform Gunnar Kaiser, Gründer und Sprecher Gunnar Kaiser (1976-2023) deutscher Philosoph, Schriftsteller, YouTube Film, 1:07:32 Dauer,
eingestellt 26. Mai 2021

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Audio and video links (engl.)

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 New Yorker, since 1996, author, Genius: 2012, location "2012: Stories from the Near Future" conference, sponsored by the US American magazine The New Yorker, 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

Video presentation by Daniel Pink danpink.com (*1964) US American motivational speaker, chief speech writer of US vice president Al Gore (1995-1997), visionary author, How Half Your Brain Can Save Your Job, sponsored by The Library of Economics and Liberty ECONTALK, host Russ Roberts, 1:07:13 duration, mp3 format, 11. June 2007
Video interview with Paul R. Scheele, US American expert on learning, author, co-founder of Learning Strategies Corporation, developer of programs PhotoReading, Natural Brilliance, Genius Code, Abundance for Life, the Paraliminals, Paul Scheele on Natural Brilliance, presented by the US American Conscious Media Network via Gaia TV, host Regina Meredith,
56:15 minutes duration, August 2007 Subject to fee

Tapping the 90% dormant regions of the mind

"You are brilliant beyond your imagination!"

Video presentation by Daniel Pink danpink.com (*1964) US American motivational speaker, chief speech writer of US vice president Al Gore (1995-1997), visionary author, Dan Pink über die überraschende Wissenschaft der Motivation [The puzzle
of motivation], sponsored by TEDGlobal 2009, 18:36 minutes duration, filmed July 2009, posted August 2009
Video presentation by Sir Ken Robinson (1950-2020) 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, Bring on the learning revolution!, presented by TED Talks, 17:57 minutes duration, filmed February 2010, posted May 2010
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, 17:14 minutes duration, filmed July 2010, posted September 2010

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

RSA Animate video presentation by Sir Ken Robinson (1950-2020) 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

Video presentation by and panel dialog with Dr. Martin Nowak (*1965) Austrian professor of biology and mathematics, director of the program for evolutionary dynamics, Harvard University, Supercooperators: The mathematics of evolution, altruism and human behaviour, presented by RSA Animate RSA Royal Society for the encouragement of Arts, Manufactures and Commerce, moderator Jonathan Rowson, YouTube film, 26:52 minutes duration, posted 12. May 2011

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 the US American web portal Big Think, 2:01 minutes duration, posted
24. May 2012
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 lerne], presented by TED Global 2012, 20:41 minutes duration, filmed June 2012, posted August 2012
Archived audio presentation by Douglas Thomas, Ph.D. (*1966) US American associate professor, Annenberg School for Communication, University of Southern California, cultural historian, journalist, author, Douglas Thomas on A New Culture of Learning, presented by the Canadian TV station TVO, Ontario, special series "Learning 2030", program "BIG Ideas", Ontario, 28. October 2012, YouTube film, 56:34 minutes duration, posted 10. November 2012

Intersections of technology, culture and education

Video presentation by Sir Ken Robinson (1950-2020) 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 educa-
tion's death valley, presented by TED Talks, New York City, 19:11 minutes duration, filmed April 2013, posted May 2013
Video presentation by Gabor Maté, M.D. drgabormate.com (*1944) Hungarian-Canadian physician, addiction expert, speaker, author, From Emotion to Cognition: Love As The Ground For Learning, presented at the Neuroplasticity and Education: Strengthening the Connection conference, sponsored by the Eaton Educational Group, Vancouver, British Columbia, Canada, 25. October 2013, YouTube film, 40:29 minutes duration, posted 4. November 2013

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

Linkless media offering

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 the Neuro Leadership Summit 2012, New York City, 17. October 2012, 59:02 minutes duration, posted 16. August 2013

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Documentaries and movies (engl.)

Educational documentary The Future of Learning, presented by Ericsson – Networked Society, YouTube film, 20:17 minutes duration, posted 19. October 2012, reposted 17. April 2021
"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
Educational documentary The future of education – Virtual learning, presented by DW documentary, YouTube film, 42:25 minutes duration, posted 16. December 2021