The 1 Minute Learner will explore thoughts about how we learn, what works and what doesn't. My objective is to take an idea and try to capture something that makes one think and hopefully come back with an even better idea. I promise that my rant will take no more than a minute.
Here is the first one: To Learn is to Live
(PS I have moved the posts over from the other platform, that is why it looks like it is all posted by me. Hopefully this one should work better.)
(From Phil Chester)
ReplyDeleteHi Jim, I tried the blog, came across really well. One thing doing right now is developing Strategy Development Toolkits for WV National Offices, Regional Offices and Support Offices. (Naomi will interpret if you can't make sense of what these mean). Anyway, as part of that process, I'm struggling to describe "discernment" and "call and aspiration" in such a way that the breadth of the partnership, from Catholics and Authodox on the one hand to Liberals and academics on the other not to mention the Penticostals and the Charismatics in the middle, can all identify. Any suggestions on a way forward?
This is a very interested and complicated question, but why not jump into the deep end, eh?
ReplyDeleteWe all seem to have a particular meta language that we use within our communities. By that I mean, one word or phrase contains a whole subset of meanings packed inside that term. To complicate it we pack different things into the same term or we use different terms for relatively the same ideas.
How about offering some trial definitions and invite feedback with the purpose of forming a deeper and more helpful definition? I would like to quote an email I received yesterday from Rose Delmonte:
Brian McLaren, internationally known speaker and author says this in his book, Finding our Way Again, (have just started this read) on the chapter Practicing the Way of Jesus....
"The phrase used by the apostle Matthew---make disciples may be a bit off-putting. 'Make' might evoke coercion or a kind of industrial process. But disciples are not made the way one makes a product: put raw material on a conveyor belt, subject it to a production line of "programs," and then let the finished product drop off the conveyor belt into a bin to be warehoused and shipped to its final destination. A better word than make would be form; disciples are formed as an artist forms a work of art--or better, disciples are formed as an artist himself is formed. The master artist sees potential in a young artist. She invites the protege to be one of her students. There are private lessons and group lessons. A relationship develops between master and apprentice and between apprentices. Eventually the master deems the apprentice ready for a master recital or art show or debut performance, after which the apprentice is no longer an apprentice but a master him- or herself."
What struck me about this quote is the sensitivity gained in changing the term from 'make' to 'form'. I wonder with some of your terms if a new way of phrasing it could find surprising results?
Jim
From Jon L
ReplyDeleteThanks for the invitation to the blog, Jim. It has potential. Is the audio only to introduce the 1 minute learning? In other words, is it the concept of sending out learning "bites" by audio to generate typed responses?
Jim's response:
Hi Jon,
I am thinking of using the 1 minute audio as the delivery channel (although you can also read the script instead of listening to it.) I like the design constraints of "it can't be more than a minute" and "what can we construct together starting with 1 thought about learning?" I also want to try to model the process of using reflection between constructs so the chewable bite with a pause hopefully will do that. Plus the whole thing is optional so whatever else happens, this encourages me to try to vocalize the idea. I want to try to express what i currently understand about learning with the idea that the naming process together with interaction will clarifly and deepen my own understanding. So stick your oar in whenever you want.
Thanks for doing that.
Jim
From Gord J:
ReplyDelete"Knowing" very often causes one to stop learning.
"Not knowing" just as often causes one to start.
Especially when it comes to gaining new perspectives and having breakthrough insights, "not knowing" can be a wonderful asset and "knowing" can easily be a liability. It's funny, how we value the one so much more than the other. Perhaps that's why we end up with such good answers to questions that really don't matter when we should be aiming for better questions about things that really do matter.
In many situations, the one who has started learning and never stopped has the greatest advantage by far, but it is rare to find such a person since "knowing" can so quickly become such a block to learning.
gj
from Stephen K
ReplyDeleteWell said, Gord.
Indeed, "knowing" turns us into mentors instead of co-sojourners who can travel more deeply together.
I like the Puritan (I believe it is) posture of "not knowing." Everything I "know" is tentative. Which would imply an attitude of hunger to wanting to understand more.
Attitudes like this are critical for engaging other (and also Other) in a way that moves us both along in the journey of life. Somehow the more I realise how little I know, the better equipped I am to engage those who stand further away from where I do.
As with so many areas of life, desperation is what seems to move me ahead most. I have completed a one year post burnout sabbatical that brought me into a process of intense wrestling with many things.
Further to the question of what causes one to stop learning, of course, the learning and wrestling can be hindered by busyness - yet, as someone has said, we can't really know anything without doing.
I love to know but I hate know-it-alls. That is why "discovering" is an important term for me. "Discovering" assumes a process of illumination and resonates with the co-sojourner idea.
ReplyDeleteI don't know how much our system allows for desperation. We want to quantify and micromanage learning but desperation is far too intense for our usual kind of learning system. Unfortunately the system usually wears the edge off of the desperation and we resign to the status quo.
Thanks Gord and Stephen for your thoughts.
Jim
From Bob K:
ReplyDeleteTo sort of answer your question, learning is hard work, it causes frustration, it gives one a headache, is very tiring, and sometimes does not seem useful.
nice to hear from you,
...Bob