Introduction: The Principles of Learning

Learning is the process of the constant gathering, application, and evaluation (or re-evaluation) of knowledge.  This knowledge can be substantive (facts, details) or methodical (how to get facts, how to apply them) and is applied multilaterally across the spectrum of our lives.  In broad terms, learning can be described as a continuous and repeated application of the principles of discernment, judgment, synthesis, and expression.  As a process, learning is not simple—it cannot be condensed smoothly into a flowchart or cycle; rather, it is a complicated and multifaceted interaction of interdependent principles where the principles are often applied almost simultaneously as the mind shifts rapidly back and forth between them.  This is true at both the conscious and sub-conscious levels and accounts for all types of learning.

Discernment is coming into contact with a new object of learning.  This object may be physical, intellectual, or spiritual.  It may be captured by one or all of the five senses, or it may be discovered a priori, by reason alone and before experience.  Learning can never occur by means of something that is never encountered.  This principle identifies new concepts and creates space in the mind of the individual for further evaluation.  In finer terms, discernment can be explained as sensitivity to possible objects of learning.  Greater sensitivity, then, allows for richer and more complete the objects of learning.

Judgment is an evaluative process.  It takes objects and concepts that have entered the mind, compares them to previously gained concepts and then enters them into the collected body of knowledge (accumulated concepts and objects of experience, i.e. objects of learning).  The primary categorization is either positive or negative—something is or isn't.   For example, having an object in my mind, I judge that there is a chair to my left and I categorize this positively i.e. I accept and believe (and behave according to that belief) that there is, in fact, a chair to my left.  On the other hand, when my friend tells me that velociraptors are roaming the halls of the library, I judge it according to my previous concepts (e.g. all dinosaurs are dead, and/or my friend is a pathological liar) and I categorize it negatively—I don’t accept the proposed concept (of velociraptors roaming the halls) as true.

Synthesis is the addition and integration of objects (of knowledge) to the collective body of knowledge, and the reconstruction of that body of knowledge around or in response to that object.  Whether an object is categorized positively or negatively, it takes its place in the body of knowledge and, in a vast ripple or cascade, it affects, displaces, reorients, or connects all related objects and concepts.  It is here that creativity takes place—as connections are drawn they combine and interact and often create new objects and concepts of knowledge.

Expression is the ultimate result of learning—this is where learning manifests itself within the actions and ideas of the individual and is solidified within the body of knowledge.  In other words, expression is the realization of learning as well as evidence that it has taken place.  This expression can take the form of a document, art, music, or embodied creation (e.g. a building).  In fact, any action is an expression of learning. Indeed, expression is the test of learning that either helps cement a concept into the mind or compels the deconstruction of a concept that fails to actualize itself.

Analysis

A civilization, like a person, cannot help but learn.  However, understanding learning—learning to learn—is invaluable to the progress of that civilization: greater depth of learning means greater progress and achievement.   Learning as defined above allows for such depth.  This depth is possible because each of these applications or processes takes place constantly and repeatedly—the same objects of knowledge are continuously subject to continuous reapplication of each principle.  This constant reapplication allows us to reject the idea of completion in either reductionist evaluations or cyclical processes—one process does not need to finish for the other to begin, neither does any one process ever fully terminate at all.  Thus, learning is never “done,” there is never a point of completion.  Understanding this may help prevent stagnation of ideas and generate improvement and change—a society that encourages all of these applications will make greater strides in learning collectively than one that stifles one or all of them.

The following artifacts were chosen for their demonstration of each process of learning.  While in ordinary experience all four processes occur cohesively and simultaneously throughout the entire body of knowledge, their interdependence means that they also work progressively (at least in part—one must start before the other begins, although the first need not finish) from one to the next.  Due to this fact, the artifacts are shown beginning with those epitomizing each application starting with discernment and ending with expression, with the final artifacts demonstrating the complete interplay of all of them and their final destination.

Image taken from: betsy-pr.tumblr.com