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No Parroting Allowed!

Learning Emergence by Asking Questions

Emergence Group Babies

"More on Dead Stops"

Questions for the Week of March 19, 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, "More on Dead Stops." 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?"

"More on Dead Stops"

The Teacher's Questions (asked by David)

  • What would educating high school kids in a personal way look like?
  • How can one teacher connect, in a Layer Nine, way to many students at the same time?
  • How do we change our high school curriculums from the memorizing of facts to one of personal attention?
  • How can you train or re-educate teachers to make it personal instead of factual?
  • Is the learners block, "Dead Stop," be what happens to me when I stop working out and then don’t start again?
  • Would my honest admission that I am getting overweight again be the "jump start" that gets me going again?
  • Would my periods of working out successfully be "momentum" since they ultimately end?
  • If I were to have an Emergence about the beauty in working out regularly, would this cycle of starting and stopping end?

Sample Student Response Questions (asked by Austin)

Hi David,

Thank you for your questions. I have had some of the same questions about exercise and working out. Also, your questions about teaching are of particular meaning to me as I am going to begin teaching at NYU on October 30th . . .

  • How can we encourage students to ask questions as a part of class participation?
  • How can we change the focus of learning from functional - doing and memorizing, to the inner layers of experience and personal meaning?
  • Can being in the momentum of working out increase my odds of having an emergence about working out?

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