Learning Process

Learning Process
There  have  been  many  definitions  of  learning:  most leave  teacher  readers  disappointed.  The  followingdefinition draws out key elements, which have individual and social implications for teachers and schools: Watkins et. al (2002: 1) “Learning    that  reflective  activity  which  enables  the learner to draw upon previous experience to understand and  evaluate  the  present,  so  as  to  shape  future  action and formulate new knowledge” Features highlighted by this definition include:
a.       An  active  process  in  which  the  learner  relates  new experience  to  existing  meaning,  and  may accommodate and assimilate new ideas
b.      Past,  present  and  future  are  connected,  although  a linear connection is not assumed:  unlearning and re-learning may be implied
c.       The  process  is  influenced  by  the  use  to  which learning is to be put: how the learning informs action in future situations is vital. 
The  above  definition  stands  in  contrast  to  prevalent views of learning, which imply that it is a passive process of  knowledge  acquisition,  with  predictable  and measurable outcomes.  Definitions do not cover everything. The above does not specify prior conditions (for example how learners select what to learn, the beliefs which the learner brings) or the context in which learning happens. Indeed, this definition does  not  refer  to  other  people  in  the  context:  teachers, facilitators, peers, etc

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