If you click here, you will be taken to a choices page. This page
explains how being able to make choices is key in learning and being
motivated to learn. It also explains how best to make choices and what
the three big choices are that we make that determine how easily and
well we learn. The page also indicates what enables the brain to
experience both pleasure and pain and how this can be used to ensure
learning takes place.
Hands On Learning
If you click here, you will be taken to the 'hands on' page. This page
is about the importance of personal experience. It explains how
personal experience by providing concrete examples and multy sensory
input provides better understanding and more persistent memory. It also
explains that although hands on learning would be impossible for all
learning just a small amount of story centered work improves all
About The Future
If you click here, you will be taken to the 'learning about the future'
page which provides information about how knowledge of possible futures
helps us prepare for whatever future eventuates. It also is about how
knowledge of the future enables us to better guide ourselves toward a
future that is to our liking and in our interest. Finally is is about
how knowledge of possible futures enables us to be more proficient in
how and what we learn.
Learning To Learn
If you click here, you will be taken to the 'meta learning' page. This
page explains how learning about how to learn makes us proficient at
learning. This covers building a box of cognitive tools that are useful
in praticing three types of learning. How to form theories, testing
them, reformulate them, and accomidate them. How to create knowledge.
How to assimilate the knowledge collected by our forbears.
Starting Where You Know
If you click here, you will be taken to the 'start' page. This page
provides information about how learning, like knowledge, is built on
whatever was known before. It is not about filling the mind with new,
complete, knowledge objects. It is instead the restucturing of existing
knowledge through a process of accomodation and extention of existing
knowledge by assimilation. Learning only exists in terms of what we
If you click here, you will be taken to the 'contageous' page. This
page provides information about how learning is dependent on
interlectual contagion and how social contagion functions in producing
desire in learning. This page also offers ideas derived from social
science investigation, as to how information can be presented in such a
way as to make it more likely to cause interlectual contagion.
Teaching To Learn
If you click here, you will be taken to the 'teachlearn' page. This
page provides information about how teaching and learning are connected
in 3 ways. Learning as teaching is how learners can learn by teaching
others. It is a cooperative act involving simultaneously teaching
others and learning back from them, and it is what a teacher can learn
about how he is improving others in their learning through what he is
Learning From Criticism
If you click here, you will be taken to the 'criticism' page. This page
provides information about how knowledge derives and benifits from
criticism, and how learning itself is refined and improved by critical
feedback. The philosopher Popper gave us the understanding that
criticism is the funcion through which knowledge is expanded as each
new contributor builds new knowledge by amending what has gone before.
Learning From Failure
If you click here, you will be taken to the 'failure' page. This page
provides information about how failure far from being something to be
feared is actuallt essential to the process of learning. This page
presents how to overcome fear of failure and embrace failure as an
essential and enjoyable part of the learning process. Failure is
presented as simply an indication that current knowledge is inaccurate
and that learning is required.
If you click here, you will be taken to the 'confidence' page. This
page provides information about how confidence in our competence, and
more especially our belief in our ability to become competent in any
area of knowledge, is essential to the process and success of learning.
This page is also about how to cultivate this confidence in our ability
to become competent, so that learning can take place without self
If you click here, you will be taken to the 'fragile' page. This page
provides information about fragility of interest when it first appears,
and how best to encourage it, so learning will be of widly ranging
variety and not restricted to closed off specialities. This page is
about how learning should not be about learning more and more about
less and less, but rather about learning more and more about more and
How The World Works
If you click here, you will be taken to the 'world' page. This page
provides information about how learning works. It considers knowledge
as having three different aspects or functions in the world. Firstly
learning is considered as the improving of a mental model of reality.
Secondly learning is considered as an act of creation where knowledge
is brought into existance. Thirdly learning is connsidered as updating
from our cultural legasy.
If you click here, you will be taken to the 'evaluation' page that
provides information about the perils of evaluation and how evaluation
can lower intrinsic motivation and destroy much of the desire to learn.
It further questions how much evaluation is really needed and suggests
how truly useful evaluation could take place based on scientific
research. It can tell you how exams tests etc. can be made sensible and