tools/learning.txt · Last modified: 19 May, 2019 @ 11:14am by Jan Viljoen | Draft

Accelerated Learning the foundation of Specialist Knowledge

Fairly Easy

The essential purpose of accelerated learning is to acquire, master, evolve and grow specialist knowledge, which allow us to effectively and confidently deal with wicked challenges - a prominent trait of the current emotions economy - successfully.

What is the goal and rationale behind specialist knowledge? Why is it important for the current emotions economy? How does it limit the negative impact of future shock? How does it allow for a future path in life that is dominantly Oryx oriented, rather than Wild Horse dominated (i.e. an equilibrium and harmony based on contextual understanding)? How does it allow individuals to establish and follow a dream career? The significance of finding and appointing dream employees? A SHORT ANSWER to these questions… we are - in everything we do - always both learner & teacher simultaneously and all interaction we always learn and teach something to others, irrespective whether consciously, sub-consciously or unconsciously. Thus, the real meaning, significance and purpose of teaching by example.

Specialist knowledge is the ability and competency to address, deal with and solve the many wicked challenges - almost intuitively - which are the primary obstacles that we are confronted with each and everyday, that - incidentally - will increase in frequency and intensity as the emotions economy settles and become the main activity and economic force of the day.

To acquire specialist knowledge, require plenty of and constant learning - NOT just modern day education and/or training - and is founded on the following principles…

  1. First do then learn (learner focus).
  2. Create an environment in which individuals can lean (facilitator focus - teacher, mentor, coach).
  3. Teach by example, plenty examples of high quality (learning materials, contents and results focus), could be anything, stories, case studies, videos, presentations, documentaries, …etc. only limited by imagination.
  4. Sharpen critical questioning and thinking competencies (methodology focus).
  5. Fine tune literacy (flexible perspective & open mind) skills needed - added to the already familiar basic 3R's literacy of reading, writing & arithmetic - and tweak equipment (attitude, awareness and brain). In other word group exercise of which drumming and equestrian workshops seems to be most effective. Art classes specially to deal with EQ. In essence past (history), present (art, music & movement) and future (philosophy).

Learning PROCESS: Hopeless at task (nervous, fearful, confused) → Mediocre - Problems → Good at - Issues → Specialist (accelerated and whole brain learning) wicked problems. Sadly, when learning, we want/choose to be specialist, but we are expecting - at the very best - to be mediocre and, unfortunately, what we expect manifest, not what we choose. Why? Simply our attention and focus is on what we expect, not what we choose. Gary player once said: The more I practice the luckier I get… implying focus on expectations (for yourself and others) and Jung's concept of synchronicity becomes rushing to the surface of your existence. Therefore most of us get stuck as mediocre, because that is what we expect.

To do process successfully implies re-evoking the natural learning process of the human species (allow the power of the brain to regain its importance in the learning process). Therefore, the conditioned education/learning process (firmly established for the past 70 years and residue of the industrial revolution) no longer serves its purpose, to get to a stage of accelerated learning.

How difficult is it to get to stage of accelerated learning? Fairly easy, most people (depending on attitude) can dust off and reinstate the natural way of learning, the collection, digestion and mastering process that is programmed into our DNA.

What is accelerated learning all about? Specialist knowledge competency, becomes much faster and productive in what you do, reduce errors, limit mistakes (mainly because no longer seen as wright/wrong but effective/ineffective) and enhance the learning from “mistakes made” (there is a lesson to be learned from every failure), primarily because solution strategy focus shift from eliminating mistakes, to getting things more efficient. Essence, filter out all the rubbish and maintain what is important, what works.

The key to accelerated learning is observation (origin of teaching - Greek word pedagogy). As child learn language by observation. Why is aware observation so important for accelerated learning? As with learning a language I can tell you the what (e.g. its a dog), but unable to tell you how to go about it. That is why aware observation and first do, then learn are crucial to accelerated learning….

How does it work? Using the concept of dog as an example… The person points to something, your reply is either yes or no. Yes, if its a dog. No, if its a cat or bird. This is repeated for sometime (till s/he get it right every time, not most of the time) (i.e. using examples of many dogs as the content). And suddenly, you get it, to your own and everybody else's surprise!

Why? We are surprised because no instructions was given on how to distinguish a dog from everything else. You don't teach a thing, but learners learn all by themselves… Einsteins idea of learning, no teaching, create environment for learning as supported by the gap in the wall project of India, on TED).

Granted, learning and mastering the concept of dog, isn't the toughest challenge on this planet. But still, the principle of accelerated learning (i.e. moving from good at it, to specialist) is the same, regardless the complexity of the problem.

The “secret” lies in how the brain operates…. We have two brains, the left brain (which is presently the bully brain, demanding all the steps, methods, logic, etc.) and the right brain (which is the creative improvising brain, which doesn't require all the stuff the left brain requires). Whole brain learning as basis for accelerated learning commence with the right brain. The right brain is able to workout and determine all the processes, step, methods that you need to complete the task (i.e. how to do it) and feed it to the left brain for execution. In essence the right brain determine the most efficient manner in dealing with the obstacle, feed it to the left brain. Left brain deals with execution, and update the right brain with the result. When effective/productive, the right brain infuse the process for future reference and application. When ineffective/unproductive, the right brain diffuse the process and start constructing other possibilities and/or alternatives of doing things. The outcome of this is - using a computer analogy - after debugging/streamlining/tweaking the program (when life script), the program gets compiled and saved in the unconscious mind for quick/easy/productive/execution when triggered. Quite often, without the left brain processes, of doing this, then that, cause (also referred to as cellular memory) we automatically (automatism) know what to do - the so called gut instinct, intuition.

Another secret (so to speak) of accelerated learning is being exposed to examples, as many and as a great variety of high standard examples as possible (technology, makes it possible in modern times). On average, we require more or less 300 GOOD & 300 BAD examples that is facilitated/mentored by a specialist for accelerated learning to be effective/efficient. But it should be regarded in context, the simpler the obstacle the less examples needed to facilitate accelerated learning. The more complicated the obstacle, the more examples is needed to facilitate accelerated learning efficiently.

Small group learning environment - not as crucial as quality examples - helps to enhance accelerated learning, because within the small group interaction, it becomes easier to recognizing and workout patterns/processes/systems (essentially what is the similarities and differences) of how to successfully deal with an obstacle. Shared environment of experiences and knowledge through experimenting - a focused and targeted trail-and-error process. Especially when a competency cannot be taught (i.e. broken down into the well excepted educational conditioning of identifiable skills to be combined as abilities).

WARNING: Excellent and natural learning function of human - possibly other species as well, but this isn't researched all that well - but despite the awesomeness of the learning process, there is an underlying danger to that we must be aware of… Once life scripts (cumulated as action models/habits) is compiled and saved, it isn't automatically revisited and adapted, when changes happens (main reason for future shock - doing the same thing, expecting different results… in the word of Einstein, we cannot solve a problem with the same kind of thinking that we had when we have created the problem in the first place) and life script eventually tuns into sabotage programs. Therefore, critical questioning and thinking, remains an important inclination throughout our life and the source/platform of life long learning.

Another aspect to consider… Accelerated learning has a crucial dimension of reducing errors an likelihood of making mistakes. But the right brain doesn't really care (i.e. list an highlight) what errors it eliminates, because its focus is the result/outcome of the process, not what error to avoid (that is left brain and when over stimulated, bully the learning process into being insufficient, and quite often a failure - typically… 80% of what we learn in school is of no use for the workplace).

Another danger is loosing focus, and that start derailing, therefore sticking to problem statement will ensure success (how to formulate problem on glossary - chaos planning and results mentality).

Therefore, we learn what and how to do things successfully (specialist knowledge) without having the the steps, logic and system “in place”… Consciously that is. The main reason for the concept of the Power of the Sub-conscious!

Accelerated learning construction and deconstruction - best way to illustrate is like learning how to ride a bicycle. You get lot of assistance and advice, but no instruction.

Left brain is useless, needs the instruction, steps, process and logic to ride the bicycle. An you came down crashing and burning.

Then the right brain takes over, not cataloging any errors and… AHA-erlebnis (the right brain worked out things, and fed it to the left brain) and you can ride the bicycle without falling or crashing into things. And you can start working out for what you want or can use it for, identify possibilities and alternatives… i.e. pro-active preparation.

But the process is quite bruising (criticism and judgment) which view of us are prepared to do, this is where good facilitator comes into play… to teach not to preach.

Preach = stack material into a predefined curriculum. Logical systematic listing of facts = easy to stack info and assess whether the learner can stack it in the same way. Teach = deconstructing into manageable parts (tiny increments - baby steps so to speak), examples and practice groups (some more effective (reducing errors) than others who makes mistakes, group can learn from one another, what works and what doesn't work. Fostering a shared environment of learning from mistakes and the correction of it (NB! correction is key for learning… what is our education all about, there is you test/exam back you either fail or pass, no indication of mistakes and possible ways of correcting it). But we do to a certain extent make use of accelerated learning techniques…. get number of matriculation papers, complete it and score against memorandum. Unfortunately it is where it ends, no exploration as to why successful/failure, trying to identify patterns of similarities/differences. I passed most of time, good enough. Only succeeding in moving from mediocre to good enough, adequate for solving problems and issues… wicked challenges… not a chance. Group efficiency is to spot errors and correct it, much more fruitful than doing it on your own without feedback.

Thus, environment that is deconstructed in to manageable increments, allowing you to construct it so that it works for you. Important learn a little each and every day, continuously… for life. Instead of spending a fix period of time, memorizing a specific set of information and achieve success by obtaining a certificate, diploma or degree when you are able to recall and recite more than 50% of the information correctly.

Conclusion (if you have learned nothing else) this is the three seeds that is been planted today, whete it will bear for in time to come, depends on you…

1. Anybody can do accelerated learning, as humans we are programmed that way. Unfortunately a natural law come into play, use it or loose it… and that is applicable for our physical, mental and spiritual growth. When you not good at something, it isn't intellect, it is a choice and lack of practice and examples.

2. The so called hypothesis that we only use 10% of our brain. It is a myth, actually fallacy… WE USE 100% of our brain… only 10% effectively. We place 100% of our learning attention and focus on left brain learning (machine thinking and humanoid processes) and tolerate the learning of the right brain, which incidentally is actually our learning process, that feeds the left brain with instructions.

3. Through of history, for individuals and societies alike, we move from dependency, independency to interdependency. Valid for physical, mental and spiritual growth.

Conscious mind - left brain left brain and natural law controlled Sub-conscious mind - right brain and spiritual law controlled Unconscious mind - Action models ans physical law controlled All sensing/observation triggers are processed by the environmental noise filter, where it gets processed and automatically dealt with before sending it of to the conscious mind for further processing, if at all. Impact on everyday living… we are only consciously aware of 10% of the choices and decisions that we take every day. However, problems, issues and wicked challenges can increase such an awareness level and it -more often than not - results in future shock, because we first ignore the impact, when unsuccessful, we start medicating (i.e. dealing with the symptoms not the core) it. But addressing it… never, unless it become a matter of life and death.

For reasons and justifications to re-evoke accelerated learning as replacement,tweak and/or enhancement for the current educational and training system, please click here.

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  • Last modified: 19 May, 2019 @ 11:14am
  • by Jan Viljoen