On 10 Sep 98 at 20:16, Jack Flanagan wrote:
> Unfortunately, neither approach really taps into the greatest of all
> learning motivators...curiosity. I believe that this is an emergent
> quality in groups...that it is nearly impossible to predict the
> exact path it will take.
I suppose I've taught, trained, professed, and facilitated. My take is
different. GOOD training, teaching, professing and facilitating CREATES
curiosity. Is it possible to predict its exact path? Probably not. Is it a
part of all well designed learning experiences? You bet.
> That may well be the path of greatest
> learning, however! I have an eerie feeling that learning is another
> complex system that cannot be fully engaged or understood if we
> attempt to truely control its direction and outcomes.
Consider the opposite. What is the effect of applying no control (in the
sense of steering and being goal oriented) on learning and systems? Do you
believe that incidental learning (that which occurs without specific
intention or goal is the SAME as learning which is acquired as a goal
seeking behavior?
> Indeed, in
> attempting to do so, we generate conformity rather than learning.
> Conformity is not the need of the age.
Unlikely. I think you may be underestimating people in learning
situations. While one can direct, influence, steer, or even exert some
control over the environment, you cannot control what the learn in a
strict sense. Hence, conformity? No way.
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