PRABHA CHAITANYA*
What enables learning? When there is a natural rhythm or flow to life there may be a conducive environment for learning. What then is a natural rhythm in the context of living our daily lives? A feeling of oneness, perhaps, along with a careful listening to the cues and subtle directions that nature and human interactions provide us. To some of us this may seem rather abstract. Let us see how to unravel it.
Certain questions that emerge in this regard:
- Is life meant to move in a certain predetermined way? Are we disrupting what should naturally play out, due to the interference of what we ‘think’ should take place (given that a pattern has already been established in society)?
- What if one must do certain things irrespective of this natural flow (which could imply moving in a direction contrary to the flow)?
- What is the place of thought?
- Where and when does one feel most at ease?
- What place does earning a livelihood (for an adult) or completing one’s course of study (for a child) hold in our life?
Free will
From the first two questions, there emerges a broader question of free will vs destiny. Is there such a thing as free will or are we tethered and allowed just enough room to live within a certain radius? When then does the scope for exercising free will broaden? Does it broaden at all or is it a false notion we live with?
A careful examination of our own lives gives us a view of how our responsibilities and must-do lists result in an inability to cross a certain line or boundary. A further examination will probably reveal that such a situation may not be permanent. It is a dynamic process which might change. Are we always aware of this shift or change?
One falls into a pattern of living, conforming and fulfilling what we believe must be done. When we have the room to manoeuvre, we may fail to recognize the sudden space that has been given. Do we falsely attribute permanence to everything when in fact nothing is permanent?
What is a ‘natural flow’?
When I say ‘natural flow’ of our life, it implies a sense of oneness with everything around, creating a harmonious and rhythmic living with all beings and nature itself. Are we living in tune with this natural flow? It is a two-way process—we listen attentively and live out in consonance with all other elements. And all other elements and beings, too, live in such a fashion. Such living may not necessarily be without conflict or differences, but it won’t be a product of an artificial imposition. Rather it would be an event that was inevitable.
What has been illustrated above is an ideal scenario of course. Very often we are trapped in our own web of ideas, thoughts, insecurities and a variety of tugs that distance us from this sense of oneness. One loses touch with the natural flow and moves in a direction which causes pain to oneself and to other beings or nature. This could possibly result in chaos.
Hindrances to the flow
Let us explore what could interrupt this natural flow of things.
The one potential hindrance is ‘thought’ itself. What is the place of ‘thought’ in our life? From where and why does a thought emanate in any given situation? There are outside influences from within our own family, friends, colleagues, students and the external world which constantly feeds us information. This feed happens through the gateways in the human body—which enable sight, hearing, smelling, tasting and so on.
Whether we believe in any elaborate philosophy of human reincarnation or not, it is undeniable that we are a product of a variety of influences (even within a single lifetime). Our thought process constantly comes in contact with the external feed of information. This leads to the arising of desires, fears and a whole range of emotions. One is thrown into a world of confusion where one cant tell if one’s desires, opinions, and emotions are even real. Do we simply mimic what our social group does or wants? If so, why? This is a common question for teenagers but an equally potent question for adults.
What kind of importance have we placed on ‘thought’ whose source we have not even questioned in the first place?
How does clarity emerge?
A related question is whether a certain distancing from the social environment enables clarity in thinking. Does affiliation, and the need to conform, throw us into a whirlpool of habit and routine? There is no denying that we all need support in various aspects of our life. We have built relationships over decades, some of which are sanctified through a religious process.
How do we stand in relation to those commitments? Can we yet not be afraid to see things the way they are? Are we scared of losing what we know as ‘our world’? How does one be a part of the world yet remain absolutely aware of what’s going on within? And thereafter, act from that place of clarity?
To understand what enables learning; some reflection on these issues is important. We have so far touched upon free will, a natural flow, hindrances to it such as thought and external influences, and clarity in thinking.
From clarity to learning
I wonder if further elaboration is required on how learning becomes possible. One can see one’s own thoughts and external influences on a regular basis. One begins to see where one’s thoughts emerge from, making us aware of the hindrances.
On the positive side one probably sees, for the first time, what one truly enjoys and what captures one’s interest. Looking at life through this lens of day-to-day living opens up many possibilities. Our boundaries and restrictions remain but we are aware of them. Reflection on our own life experiences also reveals that these limitations don’t exist forever. For instance, as an educator, I may want to deliver on the curriculum in a certain way, but circumstances make it difficult. Certainly, this situation has the possibility of changing and improving.
One can connect with oneself and see clearly the sources of fear, detrimental habits and unhealthy relationships (to name only a few such factors).
Learning in the case of an adult
A critical mass of people with such clarity can open up numerous possibilities in any organization including in a school. Developing such clarity in some sense is individual work. Yet, in our schools, the emergence of such clarity is a real possibility.
When we acknowledge that these above processes are at work, don’t we become more realistic in our expectations of ourselves and others? Perhaps we see that there are differences in the length of experience and knowledge amongst educators just as in students. Our everyday interactions with one another can reveal interests, talents or skills. What comes naturally to one, will be a source of joy and a reason for more learning. Some may want to challenge themselves and embark on uncharted territories.
Just allowing for these differences by entrusting suitable responsibilities may not be sufficient. Creating an environment where our conversations and interactions celebrate the value each person brings on board is critical. Celebration here implies building a culture where differences are not noted. Each person naturally slides into the area where they belong and there need be no further discussion, analysis or articulation on the matter.
Comparisons can cease when we recognize no two people are alike. This of course, is an ideal scenario, and yet it is a possibility.
Learning in the case of a child
Taking an example of how learning happens in the case of an individual child, we speak of originality of thought, creativity and self-expression. However, very often we place emphasis on the very things that deny these. When we expect that children build their knowledge through accumulation of facts, we naturally turn them away from exploring without name, word, definitions or form. Why should one know the names of famous books, or even read them, if the very purpose of reading them is unclear? Am I going to quote from that book, impress an audience, my friends, or is that information helping me build a view of the world and understand it better? Is that book doing something personally for me—igniting a line of thought or exposing me to a new world?
To continue with the example stated above—what happens then if I can’t recollect facts from the book which to me are insignificant? Is the purpose to get together with a group of people to discuss something (by relying on facts from various sources) or is the purpose to explore things to build my own understanding and possibly make more informed decisions? Books, material and resources are but a means to elevate my understanding and not to applaud myself on how much I know. We often miss the subtle distinction. This example makes us ask a question: why do we learn? The answer to this question will reveal if learning can truly be continuous and unhindered.
Does learning have a purpose? Should it have a purpose?
If the reader is able to appreciate the connections made thus far, it will emerge that any activity probably leads to sustained learning and self-growth only if it doesn’t have any material benefit in view. By material benefit we could mean knowing a large number of facts and an expectation of validation from the world for such knowledge. In most cases such a buildup of knowledge leads to a false sense of pride and self-aggrandizement. Learning with an end in view might be inevitable in certain circumstances. But what if it becomes the reason for all learning?
What about learning for the joy of it? What does it do to a person in comparison to one who learns only with an end in view? Does the latter not limit learning? Do I restrict learning to only schoolwork? What about learning about myself, about people, relationships and everything else that encompasses life?
A larger question
If we would like to focus on the real intent of education, which is to build a continuous and uninterrupted capacity to learn, one needs to carefully examine ‘the self ’, be it the educator or the student. To learn about our motivations, desires, fears, personal challenges, personality traits and insecurities, just to name a few aspects. The whole process of being aware of the natural flow involves ‘being aware’ of these in the first place.
Back to the flow and learning
I come back to ‘flow’. Our own life experiences reveal that certain things flow well but certain things don’t. It can then be deduced that for some students learning or understanding flows rather smoothly and for some others it doesn’t. Most of us become aware of this and adapt ourselves quickly to the situation, dealing with each child quite differently. I state this as an example to corroborate the case for recognizing this natural flow and staying in tune with it. When things hit a roadblock, can we pause, ask a few questions, pause again and let it ease out over time?
Can we then recognize that both educators and children need this space equally? Can we allow people to take up suitable roles without imposing a predetermined template? Can we allow people to teach and learn in their own styles, naturally progressing along their individual learning curves? Can we be patient? Can we allow them the space to learn as they move along, with that natural flow? This I believe, will organically create a harmonious space for living and learning.
To sum up, the article suggests:
- A natural flow enables learning.
- Such a natural flow might be hindered by the lack of free will. There is
scope for free will to broaden over the course of time. - Other hindrances to the natural flow could be thought and external
influences. - Heightening the level of awareness to the source of these hindrances
could aid a natural flow. - A certain distancing from the social environment might be required to
see clearly the source of hindrances. Clarity plays a vital role. - Sustained learning takes place when there is an innate joy involved.
- Learning becomes possible in recognizing the above processes at work.