thoughts (II) - Learning and Reflecting

I am not sure whether learning and reflecting is a good heading for what I have in mind to write, but since these are the thoughts that i had whilst in the role of a learner, for want of a better heading, this will do for now .

Today, I attended the first lesson of a course I am likely to enrol. At the moment, what the course is, is not the crux.

It is different being a learner at every phase of one's life. Comparing this with the lessons for my masters course, one would say the pedagogy is entirely different. I sometimes wonder which is the issue, pedagogy or frame of learner's mind.

The main difference between an adult learner and a 'child' (qualify as those who have to study in pre-tertiary institutes) is the ' voluntary' part, i.e. a course chosen of one's choice that is not a prescribed route and one's voluntary intent to pursue it. Of course, even for adults, it can still be a 'no choice' situation for some. In the case of my present course, I think, it does not fall into such a category.

In a 3 hour lesson (exclusive of a 15 minutes break in between), the lecturer took nearly an hour to establish the case of why the module is required as a foundation for the course and the frame of mind of the learner towards learning andthis was emphasized  throughout the lesson. Toward the end, someone asked whether some technical parts of the lesson would be tested.

I like her answer, an answer, I really feel all teachers should give their students when students ask that question. Her answer, You should not be focused on the testing part. You should be concern whether you understand the lesson, and can apply the concepts. She asked, what is knowledge? In this age of 'knowledge' explosion, it is everywhere. With the internet, and instant surfing, one can find 'knowledge' easily. Including rubbish. The question is, is knowledge in you? Why are you learning? Are you learning if you have no questions to ask of what you have learnt?

She illustrated it with 学问, the chinese version of knowlege. It is made up of 2 words, learning and asking. Asking is a part of acquiring knowledge. And that she emphasized come from humility. The more one knows, the more one wants to learn, the more one knows there is so much to learn, the more one knows how little one knows.

In my days in school, i have to say, I was never sure what my teacher is testing, and never liked to ask that question. If i understood the lessons, i could do it. If I didnt listen, and couldnt understand, I couldnt do it. I never expected teachers to re-explain. If i needed help, I approached them. If I was too lazy, I paid the price for it. Grades reflected learning attitude. Not necessarily ability. And I accepted that. No one owes me a living. That has always been clear to me.

These days, the way some students 'ask question' , one wonders if it is to learn, or to try to prove something else? That, they the students are better? The attitude of asking determines if knowledge in the true sense of the word is acquired.

In the present school system, teachers are blamed for everything. If students dont listen, it is the teachers fault. The teachers are boring.  Students can compare teachers and point to the 'better' ones, and teachers have to 'improve'. That I always thought is ironic. When teachers compare, and point to the 'better' ones, the teachers are 'uncaring'. Why? It isnt that I think the teaching profession is made up of the best of people. Honestly, i dont. But students dont realise they are far more responsible for learning than teachers.

True, as a teacher, i have always gone the extra mile. But that is not because i think that is my duty as a teacher. Its because I feel for the less able learner, as there were times I had been one like them. I did so, because of humanity. Not because a teacher is oblige to do so. Students take teachers extra mile as their due often.

Teacher's role is to impart, to teach. Learner's role is to learn. If learner fails to learn, he/she should take responsibility. It may be lack of ability. It may be an attitude. As long as learners feel it is the fault of the another, the person is likely to be one who is always blaming others when things dont go his/her way.

That said, it is still the duty of teachers to set the tone, and the right attitude for the learners as this lady did.

But I digress.

This lady is firm in her views and illustrated them well. To me, what made her good, is her evident well of knowledge that she has assimilated, which has taken root and has depth. This, is to me, the duty of a teacher. You must know your subject matter well, feel for it, and impart it. That makes the difference. Not innovative pedagogy. That can carry for a couple of lessons. Ultimately, a discerning student will be able to distinguish.

There be many of us who can say we have seated through one person delivery for hours, and feel we gain so much from the monologue. Just by listening as the well of knowledge flows....and reflecting and weighing within.

Another position she firmly established is the need to study from historical roots. The need to understand culturally and historically to understand the philosophical roots that lead to the foundation of the subject matter. She pointed out that in the present 'chase' of knowledge, the pursuit if always for the new, for the latest, the quickest, to be at the forefront. Often one does so without the foundation of the subject matter.

Indeed she said, to bring an end to a particular society, military weapons need not be used. If one ensure a generation of the society does not learn the language, culture and history of their own civilisation, that society is likely to be wiped out. And she actually drew an illustration of how the Jews despite being occupied by invaders kept their identity because they preserved their language, their culture, their teachings. I think of many christians these days who hardly know their Scriptures, apart from a few verses, and who does not read the old testament because they dont understand, and do not see the need as an example of how they know not their roots nor its importance and relevance.

And with it, it struck me about the 'role of education'. Students think they think independently, and they criticised freely. But they dont realise that in not being taught historical and cultural roots (not the carved out bits purported to be roots, but roots to the beginning of each culture and civilisation) , that  without that depth, learning, is rather two dimensional. They have effectively been highly deprived, reducing learning to tests and achievement, input and output, not unlike factory production.  This has been something that has always been on my conscience. I wonder how much of it has been politically construed, with or without deliberate intent.  I view with concern the preoccupation of youth with their 'lives', their achievements, their goals.... and wonder if they ask, what is it to be a person. What is humanity?

This module is one out of 5 modules for the first semester of a five year course that would lead to a professional qualification, if one clears all the hurdles. The drop out rate, I heard is high. This is only an introductory module. The object is to set the mind to be ready for cultivation of reading and learning for the building of the person.

Whatever anyone thinks, I personally thought it very good that without apology, she laid out her ground. And the key to learning is humility, a mind that considers and not assumes one knows.

I think of the equivalent of this course, the coveted realm in the mainstream with approach totally from the west; the learners, specially selected, the creme de la creme of each crop of students: Would they start on such an emphatic note, of the cultivation of humbleness of mind in their course? They should. But i dont know if they do.

I wasnt well, being down with a chest infection (again!), but i left the lesson enriched. Without talking to any one. I didnt know what to expect when I attended it. But I know this was not what I expected. That was why I felt I should capture it whilst fresh. And this does not include the interesting factual knowledge of the module.

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I am not fully commit to enrol into the course, though, it is an area of knowledge that I am keen to understand. The reasons for my hesitation to commit are many.

 The course is entirely in chinese, and so, it should be. The above are all translated from the chinese version of the lessons. The level of the language needed is obviously far from the superficial level, since understanding of cultural and historical background are needed, both of which I lack. Thankfully, I have always been a lover of the chinese language, so though it is not an environment that I am comfortable with (I have to say, I am not comfortable either with very western environment), it is a challenge that I am still willing to consider. But ability may not be able to match up....

Then, it is five years....for my age...the addition of 5 years is really quite an age.

And presently, the incomplete dissertation.....for duty sake, i should complete it.....

Its an entirely different realm, and though i agree with the need to know the roots of the knowledge, it is not that I agree with everything. The fear of God, is the beginning of knowledge and I abide by that.

And seriously, it is going to be very tough. Apart from linguistic ability, high cognitive ability is definitely required.

For those my friends, who wonder what course this is, i think, those who had been in communication, would have known, and guessed.

Yes, it is Traditional Chinese Medicine. And thius module is Ancient Medical Literature....literally literature...starting from the formation and meaning of chinese characters....

As to why this course, that would be another post.

Well, the days ahead, would tell whether i see it to its end. My only intent at the moment, is to learn, and to reflect. Whether I go through the testing, whether i clear if i do go through it is immaterial. In that, the lady has set the context well.

Its a journey of learning, and that is all it means to me at the moment,