Man’s innate abilities with reference to learning and intelligence still spark controversial discussions up to this time. Various studies were developed to explain this but even today, it is still an issue of nature versus nurture.
The nativists assume that human characteristics are part of evolution and that individual differences occur because of unique genetic codes (McLeod, 2007). Some philosophers from years ago will argue that some things are inborn regardless of environmental influences (Cherry 2014). Innate abilities are qualities that are inherited which can be in a state of being talented or gifted. They are present at birth. Innate abilities can be in different ways such as being able to learn a language quickly, able to remember information instantly, able to perform a physical skill with grace like dancing and so many others. Thus, it is safe to say that all of us humans have innate abilities since we are able to process information and learn from experience since the time we were born, helping us to become better versions of ourselves each day.
It is mentioned by Greenfield (2000) that our innate abilities with reference to learning were already present at birth. As a child, we first observe things and use our senses in order to grasp information on the world that surrounds us. Our mind is like a sponge which absorbs information. We then make interpretations based on what we see, smell, hear, taste, and touch. Other known philosophers such as John Locke used to describe this through a term called 'tabula rasa' which means that the mind is like a blank slate. In this concept, all of our knowledge comes from experience and thus what we are today therefore is a product of our experiences (Cherry, 2014).
Our learnings from the past also provide the foundation of how we learn things later in life. This is best explained on why adults are able to remember complex information such as those difficult lessons that they encounter in class because the information received (from studying) is being associated to something that they already know. One concrete example of describing this in simple terms is the use of mnemonics in remembering things. When I was studyinng human biology in nursing school, to remember that the spleen measures 1x3x5 inches, weighs 7 ounces and lies between rib levels 9 and 11, I used the sequence of odd numbers “1,3,5,7,9,11” to aid the facts to memory. My past knowledge of numbers helped me remember the information about the spleen. However, that's just a conscious way of learning but the point is that we associate information from past learnings just as what Greenfield (2000) emphasized about knowledge coming from past experiences. We remember the information if we relate this from things we already know (Lorayne 1995). In the areas of science learning, this is well emphasized in the concepts concerning the constructive theories as mentioned by Hodson (1998) that prior knowledge plays an important role in learning. How students interpret science classroom activities and experiences are shaped by prior ideas and knowledge.
The process of learning can either be passive or active. DeYoung (2003) mentions that it is multifactorial and it is a complex process. The approaches to learning as passive or active are highly different in that an active mind enables one to accelerate learning far better than that of the passive mind. Hodgson (1998) emphasized that learners are not passive recipients of knowledge and that meaningful cognitive learning is active and constructive. Passive learning occurs when lectures are mostly verbal and that students are expected to enter the course with minds like blank spaces (Herr 2007).
When students engage in a 'one-way approach' to learning, passive learning occurs which is very evident to scenarios where students only listen to what is being dictated by the teacher. In another example, let’s say in a workplace setting, you were instructed by your supervisor to complete a task using new software and you were only taught how this is done with just pure instructions. You were never really shown how this is used through demonstrations. This scenario is another example of how passive learning can occur. To promote active learning in this situation, the supervisor should have allowed you to use the program and the supervisor should have demonstrated this using the software. He should also guide you through the process. According to Freeman (2014), active learning is an experiential learning that has lots of benefits to learners. With active learning, the participant is likely to retain information. It also gives them the opportunity to apply what they've learned and if active learning is to occure in lecture settings, students are likely to understand the lessons. Herr (2007) also mentions further that active learning happens when the teacher strives to create an environment of learning. As a consequence, students are able to restructure their prior experiences to new knowledge and they are also given an opportunity to practice this.
When we talk about learning, we usually refer to the mind so as to differentiate it from the organ known as the brain. According to Miller (2010), the brain is a complex organ composed of different lobes. Each lobe has its own unique function. We have the ability to remember because of its physiological structure at the neuronal level in which our brains are capable of remembering and learning brought by the exchange of messages between neuron to neuron. The communication is brought by the release of chemicals called neurotransmitters. In order to appreciate the view of the mind, we should see the mind as different from that of the brain. As Greenfield (2000) states that though in human beings, all brains look alike, the minds of individuals are not at all the same. There has yet been an agreed definition of the mind since it is a vast concept. Our perception of what the mind is will definitely differ but the view of the mind can be easily explored and interpreted further by referring to it as an activity of the brain (Hampton 2014).
There are so many fields to date that tries to explain how learning works with the most popular being Psychology and Neuroscience. As experts try to explore the mind, more discoveries will be made with the realisation that there's still so much more that we do not know. As more theories develop to explain this subject area, each I suppose will be very useful for educators since learning is specific to an individual. Each one of us have different styles and for now, we just have to find out the style that works best for us and for our learners.
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