The Learning Process
There is agreement that the essence of learning is change and change that has some permanence. This involves the learning subject engaging consciously in a process; the learning process (1). There are three main aspects to this process;
The actual learning process
How the learner is accompanied through the process
The style by which the learning occurs
In this commentary I will use this structure to look at the learning process involved in learning tai chi chuan, including Qigong.
Learning Process
Someone is reputed to have said that “Experience without theory is blind and theory without experience is empty” (2). This was also David Kolb’s view. He identified four elements in learning; concrete experience, reflective observation, abstract conceptualisation and active experimentation. A number of criticisms have been raised (3), for example, what has happened to the learner in this process? So there have been a number of adaptations, some that short circuit the sequence of Kolb’s learning cycle, some that acknowledge that different approaches to knowledge may produce different learning processes. Jarvis identified nine responses to potential learning experience; presumption, non-consideration, rejection, preconscious, practice, memorisation, contemplation, reflection, reflective practice and experimental learning (4).
For my purposes here I will keep to the main elements; experience, reflection, conceptualisation, and experimentation, because in the main it has been their influence that has informed structuring of learning opportunities including –
1 Experiencing: such as when I show beginners/learners a movement and then have them repeat the movement
along with me.
2 Reflecting: again, when learners are asked to explore the movement and recount feelings and difficulties
experienced, or it may be my seeking thoughts/questions arising from a previous session
3 Conceptualisation: highlighting for learners a particular principle illustrated by a movement or stance, e.g., the
fact that in most of movements of the hand form the weight will mostly be on one leg reflecting the theory of full
and empty, substantial and insubstantial, yin and yang.
4 Experimentation: as when I illustrate a movement and ask learners to practise it on their own then pointing to
inherent difficulties and how these can be overcome, or suggesting adaptations where the individual’s range of
movement is restricted.
So that theory is not blind and experience is not empty it is important that the learning process should combine these two components in the cycle of experience, reflection, conceptualisation and experimentation. Learning involves making connections between thinking and doing or vice versa. However, Allen Wheelis adds another component,
“What we know of anything has come to be known, not only by our perceptions and our measurements,
but also by our questions which derive from what we are and what we believe –
things which change with time”. (5)
This touches on emotional aspects of learning, i.e., learning involves feelings as well as knowing (6), a vast area which I cannot do justice to here. There are also different stages of intellectual development and different aptitudes or intelligences (7) and different learning styles. This for me highlights the importance of how the learner is accompanied through the learning process.
How the learner is accompanied
If we accept that the essence of learning is change and we know that change involves uncertainty, insecurity and anxiety in the learner then support to the learner during this process will be crucial. This support can take many forms:
1 The provision of a clean, safe and comfortable environment, including appropriate equipment and physical
arrangements. I recall how uplifting it was the move from a grant but dark and dreich hall to a brighter, medium
sized hall, which also seemed to attract newcomers.
“Matching the situation to the culture or expectations of the participants
can be part of establishing an appropriate climate” (8).
2 Allowing time for the learner and instructor to get to know each other is important. Exploring who, what, clarifying
expectations, aims and objectives, ground rules, are all part of the process. This should be facilitated in a non-
threatening way, and given that classes are of short duration with a week between then it will be undertaken over
time. I like to give frequent short breaks and encourage people to chat informally.
3 It is well worth remembering that one of the major sources of complaint and dissatisfaction is the fact that
learners’ expectations are not met. So it is very important to establish both the learner’s needs and aspirations.
This includes acknowledging the learner’s previous experience, learning and achievements. We know that
adults learn best when they are able to make use of their own experience as a starting point for new learning.
4 Focusing on doing, for example, applying theory in practice and/or dealing with problems and issues that have
relevance and application.
5 Learners are given opportunities and guidance for reflecting on their experience and are able to share ideas
and feelings with other people. I also follow up a session by email with a relevant video or article.
6 Learners have a sense of being valued and exercising some control and responsibility for the direction of their
own learning. For example where a learner has restricted movement I will highlight an adaptation or easier
way of doing the movement. I also will also go off routine to demonstrate exercises that will facilitate a movement
or posture.
Maintaining this supportive of learning environment requires both personal qualities and a repertoire of skills in the instructor. Essentially the instructor should be able to value the learner as a self-conscious and creative being who seeks mastery of his/her world. The learner is not an empty vessel but someone with strengths, personal resources and skills which they may be unaware of. Consequently the facilitator requires the ability to be reflective and self-aware, for example, how did they learn? The facilitator is also in a powerful position and one temptation is to nurture dependence, as Menicus tells us.
"The evil of man is that he loves to act as the teacher of others” (9)
There is the key skill of active listening; listening to what is said, what is meant by what is said ad what is not being said. This is an active process including physically leaning, eye contact, prompting, etc. It includes observing, or listening with ones’ eyes, and even awareness of one’s own feelings, instincts. And then practical intervention which will promote learning, for example, a comment, “That’s a great improvement, have you noticed an improvement yourself?”, or reflecting on a video of a particular practice..
The Learner’s Style of Learning
To be effective the learning process must have as its focus the learner. In getting to know the learner the instructor must make a judgement as to how learning will be best accommodated by the individual learner or as a group of learners. This is particularly important because we know that just as there are different stages in the learning cycle, so too learners exhibit different styles of learning related to these stages.
“ Knowing about different learning styles preference is the key to understanding and
becoming efficient at learning from experience” (10)
Honey and Munford also say that we oscillate between these different styles/stages. These learning styles have been described as Activists, Reflectors, Theorists and Pragmatists (11), paralleling the processes, experiencing, reflecting, conceptualisation and experimentation. Giles Darvil (12) describes these styles as Action People, Scientists, Philosophers and practical people. The different characteristics include:
1 Activists or Action People are dominated by immediate experience, “I’ll try anything once.” They are
enthusiastic about anything new and throw caution to the wind, preferring hands-on experience and
competition. They are bored by implementing and consolidating changes.
2 Reflectors or scientists like to collect and analyse data while considering all possible angles, “I’d like time to
think about this.” Their learning is facilitated through observation, practise and reflection.
3 Theorists and Philosophers like to move logically step by step to build up theories, “How can this fit with that?”
They are keen on basic assumptions, principles, models, but tend to be perfectionists preferring certainty.
The theorist’s learning is facilitated by structure, theories and complexity.
4 Pragmatists or Practical People like new ideas but also to experiment with applications, “How can I apply this
in self defence?” They like to act quickly and confidently, but seek to implement practical solutions. So they tend
to be impatient with rumination. Their learning is facilitated by practical guidance and examples, coaching and
tips from experts.
Conclusions
I began by stating that essentially the learner must consciously engage in the learning process. I went on to state that this is best achieved by a instructor who is aware of the elements of this process – experiencing, reflecting, conceptualising and experimentation, and associated learning styles of the learner – Activists, Reflectors, Theorists and Pragmatists. Awareness of these factors will inform the structuring of the learning event. There remains the process of how the learner is accompanied or supported. This is best achieved by the instructor being aware that:
1 Learning takes place when the subject matter is perceived as relevant to the learner’s own purposes
be that health and wellness or fitness and martial application.
2 Much significant learning is acquired by doing.
3 Learning is facilitated by learners themselves participating in the learning process.
4 Self-initiated learning involving the whole person (feelings as well as intellect) is the most pervasive and lasting.
5 Creativity in learning is best facilitated when criticism and evaluation are administered by the learner him/herself,
not by others.
6 “The most socially useful thing to learn in the modern world is the process of continuous learning”. (13)
DPD 1995
Bibliography
1 People & Potential (O.U.), Study Unit 1, page 69
2 Peter Jarvis (1967), Adult Learning in the Social Context, Croom Helm
3 Ibid
4 Ibid
5 A. Wheelis (1971), The End of The Modern Age, Harper & Row
6 W.S.More (1974), Emotions & Adult Learning, Saxon House
7 People & Potential (O.U.), Study Unit 4, page 22
8 Ibid, study unit 4, page 34
9 D,Docherty (1995), Instant Tao, Red Cinnibar
10 P.Harvey & A.Mumford (1989), Trials & Tribulations, The Guardian, 19.12.1989
11 People & Potential, Study Unit 4, page 27
12 G.Darvil (1992), Training for Community Care
13 People & Potential, Study nit 4, page 19
The actual learning process
How the learner is accompanied through the process
The style by which the learning occurs
In this commentary I will use this structure to look at the learning process involved in learning tai chi chuan, including Qigong.
Learning Process
Someone is reputed to have said that “Experience without theory is blind and theory without experience is empty” (2). This was also David Kolb’s view. He identified four elements in learning; concrete experience, reflective observation, abstract conceptualisation and active experimentation. A number of criticisms have been raised (3), for example, what has happened to the learner in this process? So there have been a number of adaptations, some that short circuit the sequence of Kolb’s learning cycle, some that acknowledge that different approaches to knowledge may produce different learning processes. Jarvis identified nine responses to potential learning experience; presumption, non-consideration, rejection, preconscious, practice, memorisation, contemplation, reflection, reflective practice and experimental learning (4).
For my purposes here I will keep to the main elements; experience, reflection, conceptualisation, and experimentation, because in the main it has been their influence that has informed structuring of learning opportunities including –
1 Experiencing: such as when I show beginners/learners a movement and then have them repeat the movement
along with me.
2 Reflecting: again, when learners are asked to explore the movement and recount feelings and difficulties
experienced, or it may be my seeking thoughts/questions arising from a previous session
3 Conceptualisation: highlighting for learners a particular principle illustrated by a movement or stance, e.g., the
fact that in most of movements of the hand form the weight will mostly be on one leg reflecting the theory of full
and empty, substantial and insubstantial, yin and yang.
4 Experimentation: as when I illustrate a movement and ask learners to practise it on their own then pointing to
inherent difficulties and how these can be overcome, or suggesting adaptations where the individual’s range of
movement is restricted.
So that theory is not blind and experience is not empty it is important that the learning process should combine these two components in the cycle of experience, reflection, conceptualisation and experimentation. Learning involves making connections between thinking and doing or vice versa. However, Allen Wheelis adds another component,
“What we know of anything has come to be known, not only by our perceptions and our measurements,
but also by our questions which derive from what we are and what we believe –
things which change with time”. (5)
This touches on emotional aspects of learning, i.e., learning involves feelings as well as knowing (6), a vast area which I cannot do justice to here. There are also different stages of intellectual development and different aptitudes or intelligences (7) and different learning styles. This for me highlights the importance of how the learner is accompanied through the learning process.
How the learner is accompanied
If we accept that the essence of learning is change and we know that change involves uncertainty, insecurity and anxiety in the learner then support to the learner during this process will be crucial. This support can take many forms:
1 The provision of a clean, safe and comfortable environment, including appropriate equipment and physical
arrangements. I recall how uplifting it was the move from a grant but dark and dreich hall to a brighter, medium
sized hall, which also seemed to attract newcomers.
“Matching the situation to the culture or expectations of the participants
can be part of establishing an appropriate climate” (8).
2 Allowing time for the learner and instructor to get to know each other is important. Exploring who, what, clarifying
expectations, aims and objectives, ground rules, are all part of the process. This should be facilitated in a non-
threatening way, and given that classes are of short duration with a week between then it will be undertaken over
time. I like to give frequent short breaks and encourage people to chat informally.
3 It is well worth remembering that one of the major sources of complaint and dissatisfaction is the fact that
learners’ expectations are not met. So it is very important to establish both the learner’s needs and aspirations.
This includes acknowledging the learner’s previous experience, learning and achievements. We know that
adults learn best when they are able to make use of their own experience as a starting point for new learning.
4 Focusing on doing, for example, applying theory in practice and/or dealing with problems and issues that have
relevance and application.
5 Learners are given opportunities and guidance for reflecting on their experience and are able to share ideas
and feelings with other people. I also follow up a session by email with a relevant video or article.
6 Learners have a sense of being valued and exercising some control and responsibility for the direction of their
own learning. For example where a learner has restricted movement I will highlight an adaptation or easier
way of doing the movement. I also will also go off routine to demonstrate exercises that will facilitate a movement
or posture.
Maintaining this supportive of learning environment requires both personal qualities and a repertoire of skills in the instructor. Essentially the instructor should be able to value the learner as a self-conscious and creative being who seeks mastery of his/her world. The learner is not an empty vessel but someone with strengths, personal resources and skills which they may be unaware of. Consequently the facilitator requires the ability to be reflective and self-aware, for example, how did they learn? The facilitator is also in a powerful position and one temptation is to nurture dependence, as Menicus tells us.
"The evil of man is that he loves to act as the teacher of others” (9)
There is the key skill of active listening; listening to what is said, what is meant by what is said ad what is not being said. This is an active process including physically leaning, eye contact, prompting, etc. It includes observing, or listening with ones’ eyes, and even awareness of one’s own feelings, instincts. And then practical intervention which will promote learning, for example, a comment, “That’s a great improvement, have you noticed an improvement yourself?”, or reflecting on a video of a particular practice..
The Learner’s Style of Learning
To be effective the learning process must have as its focus the learner. In getting to know the learner the instructor must make a judgement as to how learning will be best accommodated by the individual learner or as a group of learners. This is particularly important because we know that just as there are different stages in the learning cycle, so too learners exhibit different styles of learning related to these stages.
“ Knowing about different learning styles preference is the key to understanding and
becoming efficient at learning from experience” (10)
Honey and Munford also say that we oscillate between these different styles/stages. These learning styles have been described as Activists, Reflectors, Theorists and Pragmatists (11), paralleling the processes, experiencing, reflecting, conceptualisation and experimentation. Giles Darvil (12) describes these styles as Action People, Scientists, Philosophers and practical people. The different characteristics include:
1 Activists or Action People are dominated by immediate experience, “I’ll try anything once.” They are
enthusiastic about anything new and throw caution to the wind, preferring hands-on experience and
competition. They are bored by implementing and consolidating changes.
2 Reflectors or scientists like to collect and analyse data while considering all possible angles, “I’d like time to
think about this.” Their learning is facilitated through observation, practise and reflection.
3 Theorists and Philosophers like to move logically step by step to build up theories, “How can this fit with that?”
They are keen on basic assumptions, principles, models, but tend to be perfectionists preferring certainty.
The theorist’s learning is facilitated by structure, theories and complexity.
4 Pragmatists or Practical People like new ideas but also to experiment with applications, “How can I apply this
in self defence?” They like to act quickly and confidently, but seek to implement practical solutions. So they tend
to be impatient with rumination. Their learning is facilitated by practical guidance and examples, coaching and
tips from experts.
Conclusions
I began by stating that essentially the learner must consciously engage in the learning process. I went on to state that this is best achieved by a instructor who is aware of the elements of this process – experiencing, reflecting, conceptualising and experimentation, and associated learning styles of the learner – Activists, Reflectors, Theorists and Pragmatists. Awareness of these factors will inform the structuring of the learning event. There remains the process of how the learner is accompanied or supported. This is best achieved by the instructor being aware that:
1 Learning takes place when the subject matter is perceived as relevant to the learner’s own purposes
be that health and wellness or fitness and martial application.
2 Much significant learning is acquired by doing.
3 Learning is facilitated by learners themselves participating in the learning process.
4 Self-initiated learning involving the whole person (feelings as well as intellect) is the most pervasive and lasting.
5 Creativity in learning is best facilitated when criticism and evaluation are administered by the learner him/herself,
not by others.
6 “The most socially useful thing to learn in the modern world is the process of continuous learning”. (13)
DPD 1995
Bibliography
1 People & Potential (O.U.), Study Unit 1, page 69
2 Peter Jarvis (1967), Adult Learning in the Social Context, Croom Helm
3 Ibid
4 Ibid
5 A. Wheelis (1971), The End of The Modern Age, Harper & Row
6 W.S.More (1974), Emotions & Adult Learning, Saxon House
7 People & Potential (O.U.), Study Unit 4, page 22
8 Ibid, study unit 4, page 34
9 D,Docherty (1995), Instant Tao, Red Cinnibar
10 P.Harvey & A.Mumford (1989), Trials & Tribulations, The Guardian, 19.12.1989
11 People & Potential, Study Unit 4, page 27
12 G.Darvil (1992), Training for Community Care
13 People & Potential, Study nit 4, page 19