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No Parroting Allowed!

Learning Emergence by Asking Questions



Emergence Group Babies

"Is College a Waste of Money?"

Questions for the Week of February 12, 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, "Is College a Waste of Money?" 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?"

"College Education - Waste of Money or Valuable Momentum Learning?"

After reading Steve's comments from the August 14, 2006 email, I was reminded of a thought I had during our last group. The thought was that I really didn't learn anything that stayed with me during my classes in college, especially in relation to my chosen profession; accounting. The professors and I failed to connect, and I did not connect to the material that I found extremely dry.

Needless to say when I eventually took the CPA exam, an exam necessary in obtaining a CPA license and one considered to be more difficult to pass than almost all other professional exams, I failed. I then enrolled in a review course. It was given by a premiere company which specialized in preparing candidates in taking and passing the exam. Once again the results were less than favorable.

I finally passed the exam after finding a study partner, or I should say, she found me. We decided to study three times per week, using the material from the prep course. We connected to each other and to the material. We discussed real life scenarios and questions more real to us.

My questions are:

The Teacher's Questions (asked by David)

  • What allowed me to really learn the subject material? Was it the connection to my study partner?
  • How did some students learn/memorize enough information to pass without being connected to the instructor?
  • How did my retention of the facts (momentum learning) and knowledge from previously disconnected learning assist me when I was connected?
  • My best learning experiences have been while doing. Is this true for me because I have a picture of myself as I am learning something?
  • Is this learning from doing a type of student involvement?
  • When a student gets involved in a lesson, and is participating is he/she automatically knowing by emergence?
  • Austin I am reminded of when you asked group members to draw a letter while teaching. You were getting students to do something. And even if it was something small, we were all connected. Were we in the state of Knowing by Emergence?
  • Did the connection put us in this state?
  • How did you create that connection?

Sample Student Response Questions (asked by Austin)

  • What if learning happened with connection partners, and your partner would bust you when you disconnected? Does knowing by Emergence require not only doing; meaning, the functional part of the Layers, but also the Medical and Visual Layers?
  • Would students benefit by being asked to perform what they are learning as well as being asked to picture what they are learning?
  • Is before 7 time the best state to be in to learn?
  • How can a teacher take a student to before 7 time and still teach complicated subjects like accounting and animation software?
  • Can a teacher guide students back and forth through before and after age 7 time?
  • Does learning by emergence link together bits and pieces of momentum learning and disconnected learning?

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