There are several different aspects into how we learn as human beings. Here are some useful articles and websites on the topic:

http://www.worldwidelearn.com/education-articles/how-do-you-learn.htm

http://members.shaw.ca/priscillatheroux/introduction.html

As stated by the websites above these attributes of learning can be broken down in the most rudimentary sense to 3 categories:

  1. Listening
  2. Seeing
  3. Hands on (touching)

In classes of up to 30 or more Children with different backgrounds and needs it is a near impossibility for one teacher to cater to all 3 of the approaches listed above. The one size fits all approach currently practised in schools is in direct conflict with the varied ways in which people currently learn and is an unfortunate bi-product of a society built on competition and narrow self interest.

The science behind how we learn

Human beings are pattern repeaters. This is a very good thing for if we were not then actions that facilitate our survival would not be able to be repeated. However this is not the whole story. We are also capable of repeating patterns that very rarely bring the desired result. Gambling is the perfect example of this. As we all know these betting institutions are not in business because they lose. So even though you only win perhaps one in ten times you still go back and bet again. A scientific example of this reward mechanism in play is called operant conditioning and can be found in the work of B.F Skinner. This video exemplifies this point:

In my experience as a drum teacher people tend to do things unconsciously. By this I mean they are in a sense gambling. They do things too fast and with generally the wrong approach and then repeat past mistakes as a result of these incorrect procedures. However, if you stop them and ask them to prepare their approach then they take far more logical steps. They isolate the parts that need attention, attempt to recognise past errors and make sure they are noted and not made again. Most importantly they say they should go slow first. For this particular choice they often choose to use a metronome (this is a digital devise you can use to regulate timing via a clicking sound).

These points can be missed for a considerable, if not infinite amount of time leading to frustration and despair when people ‘do, without thinking’. This value that is supported by the current educational system through ridiculous slogans such as ‘practice makes perfect’ and ‘If at first you don’t succeed try, try again’. So, even if the last 3 times you tried it you failed you should just try again? Do you not think that maybe a more apt slogan may be ‘failing to prepare is preparing to fail’?

Then I suppose that is exactly what the education system wants. ‘Don’t take short cuts, just work hard’ is the value system that is taught in schools. This makes for a very docile and obedient workforce for the market place. What is wrong with taking short cuts? That is why we have cars, dishwashers, washing machines, tumble dryers and trains. These make our lives easier so that we can pursue other interests.

Hard work is of course important as nothing happens without effort but doing the same thing over and over again without changing your approach even when it does not get the result you want is not intelligent it is the very definition of insanity.

Does it have to be this way? No. Of course it doesn’t. It is just the pattern. This can be extended to the larger ramifications of education. People are often capable of finding the right answers if they have a relevant education. They merely need to be informed of how to think critically rather than completing arbitrary tasks for the sake of the task itself.

In the future education will relate to physical aspects in the environment so that when a child is asked ‘What is two plus two?’ they may ask, ‘two what’? This type of education will encourage critical thought and leads to a more enriching educational experience and the ability to question the methodology of an approach to a given problem.