Category: learn

Is behavioral learning important?

Learning, due to its essence and nature, cannot be reduced and, let alone, explained on the basis of behaviorist and cognitive approaches. It cannot be thought of as a simple process where mechanical associations take place between the stimuli and the reaction to them. It isn’t merely determined by the ruling external conditions, where truly shaping interventions and numerous variables inherent to the internal structure, mainly of the student’s nervous system, are ignored.

It isn’t simply the connection between the stimulus and reaction, the conditioned response, the habit is, besides, what results of the interaction of the individual taking in the knowledge of certain aspect of the objective reality, along with its physical, chemical, biological and, most importantly, social environment.

Behavior and learning aren’t just consequences of environmental stimuli but the result of its reflection by a material and structure in which emotional state, interests and motivations have an impact. We insist, learning results as a consequence of interaction, in a specific time and place, of all the factors which we could think of as casual or decisive, in a dialectical and necessary fashion.

Cognition is a condition and a consequence of learning: the objective reality cannot be known or acted upon without having understood it, most of all, without mastery of the laws and principles that control its evolutionary change through time and space.

It’s paramount to insist on the fact that the characteristics and the perceptive distinctive features of the problem at hand become necessary conditions for its understanding, recreation and solution. While acquiring any type of knowledge, the organization of the information system, is equally relevant in order to achieve the desired purposes or objectives.

Learning with your child

Learning is an extremely complex process, its essence being the acquisition of new knowledge, abilities or skills. For the process to be truly learning the mark left on the student cannot be fleeting, it must prevail in time and contribute to the solution of concrete problems as well, even different ones from the kind that triggered the development of knowledge, abilities or skills.

Learning is both a process and a product; the latter is the definite evidence that the process took place. The mind of the student doesn’t work like a copier which copies mechanically, immediately and almost with the exact result, the aspects of the objective reality.
The individuals when faced with his/her environment, with the objective reality, doesn’t merely copy but also change the reality, they build something of their own with the information the reality provides. If the transmission of the essence of reality is done wrongly or the student isn’t interested or invested only fragile and short-term learning will occur.

Additionally, the student’s interest on the topic to be learnt has an enormous impact on the learning process.

We can make a distinction between logical and psychological meaning; regardless of how relevant the content is, it’s necessary for the student to work, build upon it, and at the same time, he/she should allocate a degree of subjective meaning so that it may become meaningful learning. A real understanding, an acquisition of the content must take place.

Learning can be thought of as the product or result of a social interaction, which is why it’s inherently a social process, both in its contents and the way that brings the learning about. People learn from others and with others; thus developing a practical and pensive intelligence, building and taking in new knowledge or mental pictures throughout their lives.

This is why knowledge can be thought of as a product and a result of education and not only as a requirement for learning: education will become, then, the leitmotif for the development.