A Quote by Susan C. Aldridge
The act of learning itself is no longer seen as simply a matter of information transfer, but rather as a process of dynamic participation, in which students cultivate new ways of thinking and doing, through active discovery and discussion, experimentation and reflection.
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Learning is not so much an additive process, with new learning simply piling up on top of existing knowledge, as it is an active, dynamic process in which the connections are constantly changing and the structure reformatted.
Learning is a process where knowledge is presented to us, then shaped through understanding, discussion and reflection.
If the process don't transfer, they cannot even be called thinking. They can be called learning, memory, or habit, but not thinking. The purpose of a course on thinking is to enhance student's abilities to face new challenges and to attack novel problems confidently, rationally and productively.
The business of art is no longer the communication of thoughts or feelings which are to be conceptually ordered, but a direct participation in an experience. The whole tendency of modern communication...is towards participation in a process, rather than apprehension of concepts.
All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher.
Discovery should come as an adventure rather than as the result of a logical process of thought. Sharp, prolonged thinking is necessary that we may keep on the chosen road but it does not itself necessarily lead to discovery. The investigator must be ready and on the spot when the light comes from whatever direction.
The act of imagination is the opening of the system so that it shows new connections. Every act of act of imagination is the discovery of likenesses between two things which were thought unlike. An example is Newton’s thinking of the likeness between the thrown apple and moon sailing majestically in the sky. Hence, the ‘discovery’ of the laws of gravity.
We have three approaches at our disposal: the observation of nature, reflection, and experimentation. Observation serves to assemble the data, reflection to synthesise them and experimentation to test the results of the synthesis. The observation of nature must be assiduous, just as reflection must be profound, and experimentation accurate. These three approaches are rarely found together, which explains why creative geniuses are so rare.
Freud made the discovery- quite genuinely, simply through working on his own material- that the more deeply one explores the phenomena of human individuation, the more unreservedly one grasps the individual as a self-contained and dynamic entity, the closer one draws to that in the individual which is really no longer individual.
This is the beauty of the democratic process: it permits that subjective view of justice - which everyone holds - permits that subjective way to express itself peacefully through discussion, through reason and through the voting process.
Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students' varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to 'get it' and express learning.
The thrill of science is the process. It's a social process. It's a process of collective discovery. It's debate, it's experimentation and it's verification of claims that might be false. It's the greatest foundation for a society.
Some learning and talent professionals, together with some organisations, are finding it a challenge to make changes from these age-old HR and learning practices. However, it is inevitable that they will need to adopt new ways of learning to support new ways of working sooner rather than later.
Competition is like experimentation in science, a discovery process, and it must rely on the self interest of producers, it must allow them to use their knowledge for their purposes, because nobody else possesses the information
The essence of education is not to transfer knowledge; it is to guide the learning process, to put responsibility for study in the student's own hands...[and] place people on their own path of discovery and invention.
It is Deism which depicts God as the passive onlooker rather than the active governor of His world, and which assures us that the guarantee of human freedom lies in the fact that men's actions are not under God's control. But the Bible teaches rather that the freedom of God, who works in and through His creatures, leading them to act according to their nature, is itself the foundation and guarantee of the freedom of their action.
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