How do we master the skill of ‘learning how to learn’?
Traditional learning methods,
focusing on repetitive learning or learning by rote, often fail to tap the
brain’s infinite capacity to learn. These methods slow down reading speeds,
comprehension, and creative absorption and application, producing in the learner
a lack of interest in the subject.
Today, accelerated learning
techniques are gaining in popularity among learners of all ages globally. Such
techniques help make learning a productive process with a deepening of comprehension,
retention, and critical thinking skills.
‘Quantum Excelerated Learning’uses
the process of whole-brain learning, enhancing memory and recall exponentially
while combining different learning methods that help make learning faster,
creative, and more effective. In the process, learning becomes an act of creation.
Equally substantive will be the methodologies of learning and the relevance of memory as a tool in an era of machine learning and artificial intelligence, where machines typically ingest unimaginable quantities of data and information to carry out tasks normally performed by human professionals. Say for example, basic document review at a law firm, where machines can scan hundreds of documents to identify what could be relevant to a particular case. This level of work is fast gaining ground in the US, for example.
So, will deep cerebral and creative
modes of thinking be replaced by machine ‘thinking’, if you will? Will humans
need to store or ingest vast troves of information, data, or recall? How does
it impact learning and teaching?
The 38thRajagiri Round Table
looked at transformational learning and the process of strengthening inherent
human potential, including aspects of design and delivery of teaching or
Dr. Giridhar Gopal, Director, Innominds Academy: It was in the 1980's that Colin Rose put together the framework of what he called ‘accelerated learning’, which was a radical break from the traditional rote learning or learning by repetition. In rote learning, all that children did was to sit and receive under a punishment-fear paradigm. There was poor creative absorption and application. So, in accelerated learning, there was a shift from conventional learning to faster learning, using multiple intelligences and videographic memory. It was a belief-changing and reprogramming philosophy. Learning and teaching occur sans judgement even as learning is done the way the brain learns. Importantly, learners learn what they want to learn and learn in context. So, it is a learner-centric philosophy.
Wing Commander (Retd) Joseph Paulson, Director,
Innominds Academy: Psychometric assessment is a powerful tool for potential
estimation and goal setting, especially given the competitive times that our
youngsters inhabit today. The tools analyse a student’s interests, personality
(under Carl Jung’s matrix of interests), and aptitude and ability. The
observations thereof help us reach a holistic assessment of personality and
personality type. Two key factors prevent learning: belief and memory overload.
The first refers to self-internalised belief systems about one’s capabilities
or the lack thereof, which, in turn, becomes not only self-defeating but also a
self-fulfilling prophecy of sorts. The second thrusts so much of structured and
unstructured information on the young learner for him or her to be able to make
a coherent sense out of it.
Prof. (Dr.) P. R. Poduval, Former
Director, School of Management Studies, CUSAT: What is essentially
learning? Is it a series of activities or processes? Learning is in essence the
after-effect of learning. In fact, there is no transformative learning, for
learning itself is transformation. The question of memory is an important one,
but it needn’t necessarily be so for the process of learning. Here process is