Structuring Learning

Abstract

This chapter continues to explore the holistic pedagogical approach of quality willed learning. Paradoxically, quality learning, at times, uses disorder to help one notice a more comprehensive order. Quality learning structures at times, partly through the use of the process of destructuring. Unfortunately, education is thought by many people to be the equivalent of schooling. What has happened as a result of such a non-dynamic school activity is that schools have become more involved with studenting than they have been with learning. It is agreed by many students and teachers that having a high grade point average is a very important measure of success. We would like to suggest that in a Newtonian (Cartesian/Skinnerian) conception, a high grade point average could possibly imply a very different conception of “order” in a quantum framework. The Newtonian conception led schools to credential people for purposes outside of school. A quantum conception of schooling leads to quality learning going on in school and for its own sake. Learning, as we are using the term, connotes primary goals of being mindful, curious, and a growing development of love of learning and self-determination. Schooling, K-19 today, exists mainly to train people for jobs to please big corporations. As a result of avoiding education/quality learning, we have allowed ourselves to be easily programmed so that others think for us.

Whatever you do, or dream you can, begin it. Boldness has genius and power and magic in it… Thinking is easy, acting is difficult, and to put one’s thoughts into action is the most difficult thing in the world.

—Johann Wolfgang von Goethe