It Matters

808. Join me in inspiring truly powerful people. Each day I will add a new thought, story or idea to support your quest and mine.

From the department of subtlety in language comes a submission from Skip. During lunch today (His email said, “Meet me for a black and tan. We’ll call it late lunch or early dinner.”) During “lunch” he told me about a speaker who made the distinction between a student and a learner – to make the point that our systems of education (higher and lower) are not about learning. To be a student and to be a learner are not the same thing at all.

The distinction is in the assumptions beneath the words. The word “student” implies the need for teachers, curricula, etc. The deeper implication is in the necessary action: it is ‘other-directed.” The word learner, on the other hand, requires no teacher, no agenda, nor a curriculum. The necessary action is self-directed. The action can be facilitated, it can be mentored, it can be shared, but the imperative is within.

Why, you ask, does this matter? Isn’t this just splitting hairs?

Last year Skip and I met at a conference for educators on reinventing learning but in Skip’s words, it was not about learning at all. It was about reinventing teaching. The organizers were educators so their assumption set necessitated students and teachers in an expert driven relationship. The teachers know. The students receive the knowing. No learning required. There were incredible conversations that day and few had to do with learning.

Learning is a pursuit. It is a discovery path. There is nothing passively receptive about learning (note: the moment you separate content from method you end all learning and enter the realm of student/teacher).

It matters. The way we ask the question determines the possibilities we see or don’t see. None of our current questions in the field of education have much to do with learning. I walk in many worlds and in the business realm I regularly hear these phrases: “Why don’t my employees take any initiative?” “They expect to be rewarded for everything?” “It’s impossible to critique anything because they take it so personally.” “Everything needs to be an ‘atta-boy!” “They might do just what you ask but never go beyond the prescription.” Frustration abounds.

Well. We get what we create. Students look for permission, color inside the lines, need approval and fixate on their grade. Learners embrace challenges, step across lines, and know intrinsically whether or not their work is good. It matters.

2 Responses

  1. Great! My mom said to me a number of times that I was always happiest when I was learning. Breakfast at WUC soon?

    Sent from my iPhone

  2. Also…is there anything as satisfying as standing back and saying to oneself, “Hey! That’s a good piece of work!” Love, Judy

    Sent from my iPhone

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