2000 in HUNGARY
& Outer Peace”
LEARNING with YNSE STAPERT
Focusing with Children, October 2000, Hungary
Some ideas about learning
My intention is that you get some tools you can use for your own learning
“Learning is not a matter of filling a void with information. It is a
process of internal reorganisation of a complex of thought patterns,
perceptions, assumptions, attitudes, feelings and skills, and of successfully
testing this reorganization in relation to problems of living.”
- Experiential learning,
- Levels of learning,
- Learning environment
In this conference we are busy with three areas of learning:
- how do we learn as participants in this conference?
- how do we teach children focusing?
- how can children use focusing in their own learning processes?
In this lecture we are directed on the first area:
”how do we learn as participants in this conference”?
My first assumption:
If you get more insight in your own way of learning you become more
sensitive in the way you teach children focusing
|You know there are different theories about learning.|
|We choose for ideas about the experiential education. (see also my Motto)|
|The capability of the learner is central in this learning approach. Just
|The learner gets the possibility to learn by doing, reflecting,
experimenting with new insights , reflecting , doing etc.|
The three most important characteristics of this approach are:
- the involvement of each individual learner as a holistic person. (not just
his/her cognition, but expectations, desires, affects or emotions as well);
- the correspondence of the learning activity to real (world) problems;
- learner control over the learning experience.(e.g. decision about the
study program is taken jointly)
Levels of learning
In general there are four levels of learning-results in terms of superficial
- Level Zero: Zero Learning
These level is characterised by non-involvement of the learner,
passivity is encouraged by defensive mechanisms that keep basic assumptions
in tact (the level most of the Hungarian scholars learnt Russia?)
- Level One: Maintenance Learning
There is no change in basic assumptions. Modification of actions are
influenced either by pleasure maximisation or by pain avoidance. This
process is called either behavioural learning or single loop learning.
- Level Two: Innovative Learning
The learner examines the “why” of behaviour. The learner is directed
to understand the concepts behind his routines, examines values, testing
assumptions and questioning attitudes. It is termed deeper learning or
- Level Three: Transcendent Learning
Here, through a process of intentional enquiry, engagement in the
learning process is strengthened by seeing the need to transcend the
limitations of being captive to mind sets, values, or paradigms.
Learning at this level requires a profound re-definition of self-identity.
This kind of deeper learning is termed triple-loop learning.
My second assumption :
Experiential education facilitates innovative learning and
To activate deeper learning: attention to the learning environment is
Important determinants of a learning environment are:
|gain attention and motivate|
|stimulate recall of relevant knowledge and experience|
|activate learner’s response - provide learning guidance|
|provide speedy feedback|
|provide for transferability|
My third assumption:
arranging a suitable learning environment is one of the most
important tasks with focusing with children.
I hope you get some ideas about these concepts of learning and that we can
use them for our own learning processes during the conference.
Ynse Stapert, Oktober 2000
INT. FOCUSING INSTITUTE
FOCUS at BIRTH
A. van HOLST