Learning Effectively

In this section, I discuss the topic of learning effectively and  topic and present some underlying patterns that block effective learning and discuss what we can do about it with methods like EFT.

We can see the learning process as a two phase experience - acquiring proficiency during a learning phase and then performing the skill in practical situations. 

A couple of examples will make this clear:

  1. If you want to learn driving, there is a phase when you work with a 'tutor' as you learn on empty or safe roads (developing proficiency) and then you drive on your own in real traffic (performance).

  2. If you want to learn programming, you may take a course or a tutor or a book (acquiring skill) and then you demonstrate your skill in an interview or a test or a job (performance)

Doing both effectively is at the heart of learning new skills.

Sometimes we get blocked in the first step itself where we are not able to develop proficiency even when there are no hard external constraints. 

Sometimes we learn to perform under "lab conditions" but fail to perform in the real world. 

I will dig deeper into these two stages and suggest some solutions in the articles to follow.

Common learning blocks

While we hope for a single cause and single silver bullet for our learning problems, reality is far more murky :).

There are two broad factors that need to be considered when we are not happy with a learning situation. The environment in which the 'student' learns and the what happens to the student as he tries to learn something - the internal environment.

Considering both of these factors and taking remedial actions will go a long way in solving these problems.

Issues in the environment

Before you dig too deep into any perceived problem in learning something new, it is advisable to study if the environment in which you are learning is conducive to fast, productive learning. This is probably the easiest to fix once you know what you are looking for. 

  1. Is the learner active or passive in the process?
  2. Is the schedule too tight or flexible?
  3. Does it have timely feedback?
  4. Is iteration of work a part of the learning process?
  5. Does it enable and allow peer interaction?
  6. Does the student work model reality or is it a watered down or abstract version throughout?
  7. Is there support for the unexpected? Is the student kept in a safe sandbox or is he encouraged to fail and develop troubleshooting skills? 

Issues within the learner

If problems in the environment are not systematically discussed, then issues within the learner are even less discussed.

Usually we hear some superficial comment like  "He does not have talent/skill/grit/focus/discipline/what it takes to master this" and there ends our entire insight about an individual :).

The articles and case studies below discuss this issue in a different way.

Recent Articles

  1. Inflexible schedules

    Different people learn at different rates. If this is not accounted for and a hard tight schedule enforced, it leads to problems.

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  2. Is the learner passive?

    Whether the design of learning environment keeps the student actively working the skill for the most part or as a passive observer makes all the difference.

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  3. Positive EFT in the homeo clinic

    This case story describes my experience of introducing positive eft to a few of my wife's clients in her homeo clinic

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