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No Parroting Allowed!

Learning Emergence by Asking Questions



Emergence Group Babies

"Teaching and the Layers of Personality"

Questions for the Week of March 26, 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 that most people define "learning" as the ability to parrot the correct answer.

What is wrong with this? "Parroting the correct answer" creates parrots, not students; dullards, not Einsteins. So how can we create more Einsteins? By asking questions which are intended to provoke the student's own questions. More important, this turns out to be the best way in which to reawaken in students their lost love of learning.

This week, our topic is "Teaching and the Layers of Personality." Would you like to awaken a love of learning in you 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?"

"Teaching and the Layers of Personality"

The Teacher's Questions (asked by Ed / Gary)

  • As a teacher, how do you lead your students out of Layer 2 and into the Inner Layers.
  • Is there a way to deal with students who "act out" that does not involve a Layer 2 or Layer 4 approach? It seems someone usually gets diagnosed and / or blamed.
  • When children act out are they suffering aloneness?
  • When they rage at a teacher, are they in Layer 4?
  • How would a teacher respond to a student in a situation like this without blaming? What effect would this have on the classroom?
  • How would a student respond to a teacher without blaming? What effect would this have on the classroom? And on learning?
    Can you teach "being able to identify aloneness and needs" as a prerequisite for learning?
  • What effect would it have on the classroom and on learning if a teacher was skilled in how to identify and manage these four states?
  • What would an emergence curriculum be structured like? How would the time frame of lessons be affected?
  • How would you inspire curiosity in a student? Could it be accomplished if lost you your own curiosity?
  • How does using the same textbooks year after year affect the momentum of the teacher? Does it kill the beauty of the material?
  • If you do something quickly, are you over-riding your lack of momentum? Are you at a dead stop if you need to finish quickly?
  • Is dead-stop the learning equivalent of a disconnect between two people? Is there a difference?
  • How would the experience of learning in a classroom change if people could admit their lack of momentum or dead-stop and while the class waited for / or assisted the student? Or even the teacher?
  • Can there be a true relationship between a student and a teacher without an honest discussion and understanding of the pain they will share as they struggle to learn and teach each other?

Sample Student Response Questions (asked by Steve)

  • How does not knowing what layer you're in prevent you from being conscious? Does this even matter? Is it that knowing can make your choices more visible?
  • Where does the energy spent on learning go? Does successful learning create new energy? Does new learning create the desire for more energy?
  • Are cool down exercises done at a gym an example of using exiting from momentum or sustaining it? Do warm up exercises waste momentum better directed elsewhere, for instance, on full blown exercising? Are warm ups and cool downs the most fruitful part of the exercise, as in, they are done the most consciously?

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