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Prerequisites for Learning - EPT Style

the Emergence Explorer

Questions for the Week of July 2, 2007






Emergence Character Type Babies 9-AI-2


This Week's Questions


[posed by Ed D.]
  • Should "the ability to identify aloneness and needs" be a prerequisite for formal learning?
  • Should knowing the Four States of Learning be a prerequisite for formal teaching?
  • If a teacher was skilled in how to identify and manage the Four States of Learning, how would this effect a classroom?

Do you know?



[Question 1] Should "the ability to identify aloneness and needs" be a prerequisite for formal learning?
[Answer]
Ed, the answer here would largely depend on the age of the student.

Are we talking a fifteen year old student? If so, then yes. I would say that by this age, being able to identify aloneness and needs (Layers 8 and 7) would be a wonderful prerequisite for learning. But at age five? To be honest, I doubt these concepts can be taught that early. Then again, perhaps I'm speaking too soon. Teaching five year olds to identify needs might be just the thing to begin their formal education.

Know that the foundation of this kind of education would need to be that these things were taught as a part of the formal classroom learning as well. Which would mean what exactly? Which would mean that in order for any of this to be effective, that the teachers themselves would need to be trained in all these concepts too.

To what degree? Perhaps they would need, and be required, to take an entire two semester sequence. In what? In the basics of Emergence Personality Theory. Thus, topics might include things like:

  • how to determine a student's default Mind Body State (Mind First or Body First). And how to teach them to use this knowledge.
  • how to recognize a student's mind body counter preferences, and how to get students to use this knowledge as well.
  • how to teach children to recognize and use the mind body connection's Body Speedometer to alter one's ability to learn.
  • how to choose to be in the Inner Layers as you learn, including how to maintain a connection between oneself and a teacher, how to deal with aloneness when it happened, and how to identify and meet one's basic needs (by character type, by social priorities, by decision trees, and by gender types).
  • how to tell the difference between these needs and the symptoms of injury. Along with the basics of identifying injury both in oneself and in others.

The thing is, saying these things should be a prerequisite to being a teacher is one thing. However, obviously, five year olds would be unable to learn these kinds of things. Certainly formally. Fortunately, if teachers were able to style their lessons along these lines, five year olds would learn simply by watching. And ten year olds would learn simply by wanting to please. And fifteen year olds would learn simply by finding fault and by rebelling.

By the end of high school, then, students would have ingested a world class amount of core personality skills. Not so much as formal learning, mind you, but rather as bite sized practical life lessons in how to live, learn, get along, and grow. Without judgment. And without being graded.

Somehow, I really like the sound of this.

Perhaps then, Ed, you'll be one of the ones to make it happen.

[Question 2] Should knowing the Four States of Learning be a prerequisite for formal teaching?
[Answer]
Absolutely. In fact, to not know the Four States of Learning is pretty much a grand omission in current learning curricula.

How much would teachers need to know? At least the basics of how the cycle of five states (by Unknown, by Momentum, by Emergence, by Extension, and dead stops) change. As well as what may be the most important knowledge of all to have in a classroom; the knowledge of how to move in and out of dead stops. Not that being in them is necessarily a bad thing. Nor are they avoidable. However, when you know this cycle, you reduce your chances to be injured while in one. And yes, students do get injured from being in a dead stop. Always from a suddenly painful realization they do not know something.

From this standpoint alone, having teachers trained in the Cycle of Learning might help many students to avoid what eventually leads to the death of their curiosity. Now what a nice thought this is.

[Question 3] If a teacher was skilled in how to identify and manage the Four States of Learning, how would this effect a classroom?
[Answer]
It would probably change the lives of every kid in the class.

The thing is, knowing the Four States in Layer 2 and knowing them in the Inner Layers is a whole heck of a different experience. Thus, even if a teacher was familiar with this system, they would still need to experience these states in both their body and their mind.

How would they accomplish this? I'd say that a lot of it might come naturally just from being taught to personally identify these cycles. For instance, say a teacher was required to take a semester long class in classroom administration, and in this class, teachers were required to track their own states of learning. This might be enough.

How might they actually do this? Perhaps they might be required to keep an ongoing journal. A do it right then and there record of how they were changing state sin that very class.

Perhaps too, they might do this outside the calls as well. Or perhaps they might combine the two in an in classroom / out of classroom contrast and compare.

With regard to this last method, this might be an excellent way for teachers to learn the personal differences between trying to learn alone and trying to learn with others. Certainly this is an important part of becoming a teacher. Moreover, the idea that these teachers would be required to consciously witness their own learning process would probably be one of the more significant aspects of their entire training to be teachers.

So yes. I think that if teachers were skilled in the Four States of Learning, that this would effect a classroom on a grand scale. But equally important, I think that knowing these concepts personally would both prevent burnout and encourage life long learning. As a teacher and as a human being.

[Question 4] If you learn something quickly, are you over-riding your lack of momentum?
[Answer]
If you learn something quickly, are you over-riding your lack of momentum? Hmm. As in when a student leaves the learning process because something has emerged? Or are you talking here about when a student blurts out a parroted version of what is being taught.

If the blurting is what you're referring to, then yes, you may very well be over riding some lack of momentum. Anything from wishing you were at lunch to that you just wish the day was over. However, you could just as easily be trying to escape a Dead Stop. In which case, while this is not as productive as trying to reconnect with someone, it is valid to a point. To what point? To the degree that this quick exit can help a student to get ready to reconnect.

[Question 5] If you need to finish quickly, are you at a dead stop?
[Answer]
Probably. although there is always the possibility that there is something potentially dangerous going on. In which case, hurrying would be sane.

Other than this though, if you feel urgency, you are probably at a dead stop. In fact, the more urgently you feel this need to finish, the more deeply you've lost your sense of self. As well as your sense of curiosity. And any real access to learning and to decision making.

A thing to keep in mind here of course is that feeling urgency is one of the twelve Block Markers. One of the twelve signs which indicate you just relived a wound. Thus while dead stops are, in and of themselves, pretty painful, coming to one because you just slammed into a wall is much more painful than drifting into one because you have digressed beyond your ability to contain the learning process.

What would you do if this happened to you?

I'd say the best thing to do would be to compose a hurry list. What is it you get if you hurry fast enough here.

What is this is coming from a wound as in, you hit smack into a wall?

Then a good way to deal with this is to write out a list of what you hate about this kind of learning. For instance, did someone once make fun of you for not knowing it? Did you once witness someone get ridiculed for misunderstanding one of the concepts? Did someone once laugh at you while you were in the midst of trying to get this learning? Did you ever get startled by your not knowing this?

The thing to remember of course is that it is best to do this work in the presence of someone else. Hopefully someone who could blamelessly help you to focus your list. As well as someone who might be able to help you to emerge from any injury present.

Of course, this also means the first question to ask yourself would be, is this dead stop coming from digression or from injury? And if you do not know how to discern between these two states, this learning would be the place to start the process.


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