What does it mean to Learn? Learning is an incredibly complex process that does not have a clearly defined biochemical or physiological mechanism of action. I suspect if you asked a cohort people what it meaner to learn you would get many divergent, yet similar definitions. In my opinion learning can be many things: instant, gradual, external, or internal. Yet beneath these straightforward criterion there is one unifying principle about learning -it results in an intrinsic change in a subject.
Once again, this change through learning can encompass many components of a person and may take the Oromo of a behavioral change, a change in ability or skill, and/or a change in the way one perceives their environment. In its most simple form, learning can be considered to consist of bringing about a change in behavior in an organism resulting from a stimulus. An example of such learning would be recalling the pain of picking up a recently boiled kettle, and deciding next time to use an oven glove to protect your hand.
In a more scientific setting, you may (somewhat unfortunately) experientially learn to avoid mixing bleach with acidic solutions. In the prior extreme examples the change in behavior is brought about by the subject’s ability to remember and recall an overwhelmingly negative experience that could potentially result in personal harm. It is therefore likely that a change in behavior would quickly be observed, demonstrating a conscious linking of stimulus to outcome.
At this stage of learning the subject doesn’t need to know why or how something works, but Just that it does. The observed change in behavior indicates that a memory has been laid down and can be recalled in the appropriate circumstances. Thus mistreating a central facet of learning, the ability to absorb, recall, and use information that has been previously presented in the correct situation. However, when you further examine that seemingly simple process it appears that there are several processes rapidly occurring to bring about an outcome.
My views on learning have been shaped by the works of Abraham Moscow and time I have spent in academic institutions. I believe the process of learning is a multi-layered occurrence that can ultimately result in a subject’s autonomy and mastery over a skill or reoccurred, and it is the goal of autonomy that motivates many to participate in learning. The fundamental basis that all learning is built upon the ability to remember, retain and recite information, and therefore language is a key tool that enables this to occur.
A simple example of this level would be learning the names of laboratory equipment and reciting them upon demand. More advanced learning builds upon the first level and includes the ability to contextual and comprehend the previously remembered information. A continuation of the previous example that monstrance this second level of learning, would be knowing that particular lab equipment is stored in differing locations, that it has particular uses, and in what circumstances its use might be appropriate.
The second level is more complex and requires the assimilation, and use, of large amounts of information. However, I believe information is often better remembered once this level is engaged, as it forces associations between learnt material and the world to form. A third level of learning, wanly relies on Delve addle to use International In levels one Ana two, Is ten ability to apply the remembered information to a particular scenario.
This can take the form of problem solving, such as the ability to erect an efficient distillation apparatus or making sense of the world around you, e. G. Using knowledge that an object displaces water to predict and understand that if you put too much water in the bath tub it will overflow when you get in. At this level, learning does not always result in an observable change in behavior as information is used to predict outcomes and avoid negative experiences.
The later levels of learning, I believe, are unconcerned with the ability to use stored information to synthesis and hypothesis about phenomena in a subject’s surrounding environment, and the ability to evaluate and analyses the outcomes of one’s experiences. In order to do this the subject must be self-aware and willing to adapt and amend their previously acquired knowledge. In order for someone to have truly learnt something, I think external and/or internal sources of knowledge must have had to be engaged that result in a permanent change in the way a subject behaves or perceives their environment.