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No Parroting Allowed!

Learning Emergence by Asking Questions



Emergence Group Babies

"How Much Have I Learned by Momentum?"

Questions for the Week of January 1, 2007



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When asked, "how do you best learn?" most people usually respond with either a technique, like, "in a classroom," or by naming their favorite sense, like, "I learn best visually." Unfortunately, this implies most people define "learning" as the ability to parrot the correct answer.

What is wrong with this? We believe that "parroting the correct answer" creates parrots, not students; dullards, not Einsteins. So how can we create more Einsteins? We believe, by asking questions which are intended to provoke the student's own questions. More important, we see this as the best way with which to reawaken in students the love of learning.

This week's topic is, "How Much Have I Learned by Momentum?" Would you like to awaken your love of learning about this topic? You can, simply by reading the teacher's questions and then, by asking yourself, "what questions did these words just provoke in me?"

"How Much Have I Learned by Momentum?"

I am sitting here in Kauai, at an internet cafe with my girlfriend, Danielle, by my side. We just did a many-mile hike over the Na Pali Coast. It was awesome (and very tiring)!

As I hiked, I thought about how at some point, the art of jumping from rock to rock along the trail must have emerged in me. I learned in the true sense of learning that jumping from rock to rock is not only fun, but that there exists an infinite number of ways to do it.

Now, as I'm driving around the winding mountain roads, I think that much of my driving is learned by momentum. I have to really connect with both the car and the road to find actual delight in it.

Ah, ha. I've found my questions.

The Teacher's Questions (asked by Austin)

  • Much in the same way that we use symptoms as a block marker, can we use delight as a emergence marker?
  • How can we produce emergence learning in an action such as driving when what has been learned thus far is all momentum?
  • Would driving really slow in a parking lot, or a place where I do not feel pressured by other drivers help to achieve true learning?
  • How can I use my emerged learning of rock jumping to learn other actions related to hiking?
  • Is my emerged learning of rock jumping tempered?
  • Was I wounded about jumping from rock to rock at some point, then had an emergence?
  • Does learning by emergence work by the same principles of emergence healing?
  • Is there tempered learning?

Sample Student Response Questions (asked by David)

Austin, great questions, I hope you are having the time of your life in Hawaii. Some other questions could be:

  • If tempered learning exists, could people then see the beauty in not understanding/knowing?
  • Might this give the student a different perspective?
  • Could we as people be less ashamed when we do not know or understand if we can learn to see the beauty in learning and not just knowing? Make the journey more important than the destination!

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