Entry #6: The Art of Learning

This article discusses a novel idea coined as “mathetics” or “the art of learning”. Unlike the art of teaching, the art of learning is rarely mentioned – perhaps because it is difficult to define. We are all born with the capability of learning, so the “art” seems to refer to becoming a better learner. The author’s example regarding learning varieties of flowers highlighted a key strategy for learning – building connections (Papert, 1993).

Research supports the idea that learning is about making connections. Cross (1999) identifies four categories of connections made by learners: neurological, cognitive, social, and experiential. The first refers to the firing synapses in the brain with sensory stimulation helping strengthen the connections. Cognitive connections refer to the schemata people use to categorize events, places, procedures, people, etc. These are ways we organize information into working structures. We create meaning by connecting new events to existing schemata. This is why great teachers always connect new material to prior learning. Thirdly, social connections are the basis for using collaborative learning, learning communities, and more to place students in a socially interactive environment. Lastly, experiential connections involve learners learning from hands-on, real life experiences. This can happen through simulations, role playing, problem-based learning, case studies, and other experiential learning opportunities. Ultimately, the idea of making connections is the common denominator of innovative instructional programs, including service learning, interdisciplinary units, technology-supported learning, and more. Making connections is one of the most essential learning tools.

Other strategies for learning are often taught as “study skills”. These include outlining, using/creating mnemonics, repetition, flash cards, and highlighting. For me, the best way to learn material is to read through my notes/textbook, and rewrite all the important information. This thorough process takes quite some time, but by the repetition of reading and writing, I am able to learn the material well. I think the art of learning is different for everyone though. Certain strategies work better for some people, and it takes time to find out what works best for you.

Interestingly, the article noted a difference between our perceived “ability to learn” and actually wanting to learn. We might think we aren’t good at something, such as mechanics, but it is often only because we haven’t taken the time to learn how (Papert, 1993). We have a tendency to say we can’t before we’ve even tried. This points to the idea of character traits as a critical part of “mathetics”, which the author does not emphasize enough.

Beyond learning strategies, character traits such as responsibility, discipline, dedication, etc. play a significant role in one’s learning. Today we focus on teacher training and the responsibility of the teacher to ensure all students achieve. And yet, there are times when students simply do not learn. Often, I think students know how to and can learn, it’s just that they do not want to. Perhaps in schools, it is not that we need to teach learning, but expect learning. The standards movement holds teachers and school administrators responsible. Who is holding the children responsible? Perhaps we need to refocus and hold both students and teachers accountable.

The art of learning is largely a willingness to work hard and persevere. There are certainly strategies that can be taught to help students succeed. They all help to make learning easier and more efficient. But I think to actually master the art of learning, it is not about ease of learning. Being a good learner, to me, means being able (and willing) to persevere and work hard to acquire knowledge or a skill. We can learn anything if we put our minds to it.

References

Cross, K.P. (1999, June). Learning is about making connections. The Cross Papers, Number 3. League for Innovation in the Community College Educational Testing Service. (ERIC Document Reproduction Services No. ED432314). Retrieved October 23, 2006, from http://www.eric.ed.gov.ezproxy.lib.lehigh.edu/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/11/99/06.pdf

Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York, NY: Basic Books.