The Natural Path to Learning

Real Learning

We firmly believe that “Teaching (Coaching)” is not the true function in the education of an individual – “Learning” is the true function. The present “Teaching” model supposes that there is a transmission of some fact or skill from one person to another. If I teach you the meaning of a new word, e.g., perception, I am presuming that the information I am sending to you is the same as the information that you are receiving. In fact, you have the active role in determining what is coming into your learning space, choosing whether you will retain it, then comparing what you retain to and merging it with what you already know about it, and finally determining how you will use it. Basic to this, and really crucial, is whether or not you have the intellectual ability and the experiential background to incorporate it into your data banks.

The “Teacher” in this common process also adopts the active role – “teach” is considered to be an active, transitive, verb. The “Learner” is a passive, submissive absorber of the information or skill that is being sent to him. What we are doing in this set of lessons is to make both the “Learner” and the “Teacher” the active people in the process. They are partners in the personal, intellectual, and social growth of the child. The origin of the word “education’ is educare which means to bring out (not to pour in).

Your learning is much more important and real than my teaching. My role then becomes that of a knowledgeable person, a facilitator, a caring guide and mentor, and a co-learner. By the way, a real bonus is that the “Coach” becomes a “Co-learner” with the “Learner” and much of the learning has to do with the Coach learning more and more about the Player and his power and strength in learning about himself and the world around him.

The basic learning methods in these blogs are scenarios and examples of experiential learning and teaching. We take ‘side trips’ and explore ‘different’ activities, and we make extensive use of the psychology of learning (learning theory) including repetition, memorization, focus, and visualization. All of this is presented in simple, experiential, meaningful forms.

You have not taught until they have learned.

– John Wooden