2. What is Learning?
What we know and how we know it is the end result of all the synapses between the brain cells they connect. An important implication of this is that if we are to learn something, we need new synapses or at the very least a change in their connections in the brain. Not only must those new connections be formed, but they must be stabilized through repeated use. How much of what you knew at one time is now forgotten? Likely that which was fleeting, which was knowledge you used only for a single instance. You might ask, if we only used it once, what does it matter if its gone? Well, also ask yourself the converse…how many times did you wish you remembered something that you once knew? We often don’t know what is useful until we actually need it.
So learning is physical change in the brain. We don’t change anything about our bodies that doesn’t require significant effort. You want to increase your speed, you have to run vigorously. You want to improve your swing, free-throw shot, anything, it takes repetition and practice and a great deal of time and effort. Learning really isn’t any different. It takes time an effort, and the process provokes a certain level of discomfort. This puts off a lot of students…learning takes them outside of their comfort zone, and so they resist it. Even more so when learning conflicts with what you think you know. Ever thought to yourself “this isn’t relevant to me, its hard, I don’t need to learn it”? It sounds a lot like trying to avoid the discomfort of learning – maybe you could even call it a defense mechanism. Another symptom is the shyness and uncertainty with which students approach discussing material in class, like when called upon by the professor. How many times has a peer said “that topic made my head hurt?” From a professor’s perspective that’s a good sign, because it means that student was learning if they experienced the discomfort.
There are a number of barriers you face in pursuing learning. An important one is the fact that no one can “teach” you. Teaching as the exercise of facilitating learning is something that professors do, but being taught is not something students do – students either learn, or they don’t. The key here is that you, as the student, do it. Your professors might be good or bad facilitators, and you’ll get plenty of both. Good professors make material “interesting”, which is student-speak for being inspired to learn. Bad professors do the opposite. Leaving your initiative in their hands, though, leaves you at the mercy of a host of forces you have no control over. Further, everyone else in college expects you to be responsible for yourself now. Empowering yourself, even just a little, by finding your own initiative greatly increases the amount of learning. The other barriers to learning you will face are language barriers and certain bad habits picked up from both your peers and previous educational experiences.