.:: HOW WE LEARN ::.

HOW WE LEARN

KNUD ILLERISProfessor of Lifelong Learning

LEARNING LAB DENMARKThe Danish University of Education

.:: HOW WE LEARN ::.

BASIS

BIOLOGY PSYCHOLOGY

SOCIAL SCIENCE

EXTERNAL CONDITIONSLEARNING SPACE

SOCIETYOBJ. SITUATION

APPLICATIONPEDAGOGY

LEARNING POLICY

INTERNALCONDITIONS

DISPOSITIONSLIFE AGE

SUBJ. SITUATION

LEARNINGSTRUCTURES

LEARNING TYPESBARRIERS

STRUCTURE OF THE THEORY

.:: HOW WE LEARN ::.

PROCESSES OF LEARNING

CONTENT acquisition process INCENTIVE

INDIVIDUAL

ENVIRONMENT

inter actionpro cess

Social level

Individual level

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LEARNING DIMENSIONS

Meaning and skillsFUNCTIONALITY

Mental balanceSENSITIVITY

IntegrationSOCIALITY

CONTENT INCENTIVE

INTERACTION

.:: HOW WE LEARN ::.

LEARNING TYPES

CUMULATIONFounding on schemes: Rote learning – Drill

ROUTINES – STEREOTYPES

ASSIMILATIONExtension of schemes: Everyday learning – school learning

KNOWLEDGE – SKILLS – EMOTIONS – ATTITUDES

ACCOMODATIONRestructuring of schemes: Problem solving

INSIGHT – UNDERSTANDING

TRANSFORMATIONCombining and revaluation of schemes: Overcoming crises

CHANGES IN PERSONALITY OR IDENTITY

.:: HOW WE LEARN ::.

LEARNING BARRIERS

MISLEARNING

LEARNING DEFENCE - Personal defence mechanisms - Everyday consciousness - Identity defence

AMBIVALENCE

RESISTANCE

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LEARNING AND LIFE AGESMain characteristics

IN CHILDHOOD comprehensive – uncensored – confident

IN YOUTH struggle for independence and identity

IN ADULTHOOD selective – self-directed – sceptical

IN MATURE ADULTHOOD extremely selective and goal-directed

.:: HOW WE LEARN ::.

ADULT LEARNING

Adults learn what they want to learn and what is meaningful for them to learn

Adults draw on the resources they already have in their learning

Adults take as much responsibility for their learning as they want to take

Adults are not very inclined to engage in learning of which they cannot see the meaning or have any interest in

.:: HOW WE LEARN ::.

FIVE BASIC STATEMENTS ON LEARNING

Learning is always at the same time both an individual and a social process

The individual acquisition always includes both a content and an incentive

The acquisition happens by an integration between new impulses and the results of prior learning

There are two main types of learning: learning as addition and learning as reconstruction

In our time everybody is forced to develop a semi-automatic defence towards learning