As we gain experience questions and then expectations come into play. Do we don't we? Will it hurt, why it won't hurt? Even older till momentarily stopping to consider, then monitor the benefits or pain thresh hold. So many externals threaten to remove us from our natural born curiosity.
When we are shown how things work, fit together or interlink knowledge is shared. Little steps in the overall learning feel like monstrous leaps. Knowledge if then added, practiced and added again.
Minds are like containers to be filled. Children's minds are sponges just soaking up everything. Every movement, gesture, actions along with reactions is subconsciously stored. External factors, cultural inferences and limitations imposed subliminally held on to. Everything is black and white one can or can't will or won't. Filtering of knowledge greatly affects what life, its possibilities and opportunities are seen to be.
Having gray areas in our knowledge bases means we have not finished learning yet. But, having no gray areas, other than black or white, fact or not fact, are learned processes. Where children have sponge like minds questiong and probing others known assumptions with why's, how's, what's where and whens adult minds have narrowed in focus. Adults minds have found what they are comfortable focusing on and will allow themselves tob be trained along this line. Other information is known but no longer explored in depth.
Keeping hold of tunnel vision limits our knowledge gain factors. Acceptance of tunnel vision is equivilant to imposing an acceptance where no change is possible theory. There being no curiosity factors operational inherently causes problems in accepting possible challenges that allow for a possible change is view. Curiosity allows for gray areas, leading to change patterns occuring. The replacement of curiosity with known knowledge and facts places many unforseen limitations of a mind that is questing for fulfilment. Unforseen limitation seriously discturb the self image each person has of who they are. Fear of the unknown leads steps in. Leading to difficulties of to how to behave,communicate or even react in the now changed situations. Previous knowledge gained early in life is now a basis filtered reaction to danger recognignition. Regression to where a person 'has a hold' on themselves restablishes balance and security. From this point curiousity will either take over and the mind begin to expand again, or the situation will be left behind, ignored or removed. Tunnel vision kept behind a false sence of security.
In the quest for knowledge the learning processes are never the same for everyone. The gaining of knowledge should have an overall objective. Weather the objective is to finish reading the book, knocking down the blocks or gaining a pass objectives are something to have as a reflective bench mark in which to measure outcomes.
The effect of learning objectives kept simple allows more people see how and what is expected of them. This knowledge is then directly linked to what needs to be done. The more people feel ownership the greater engages, inclusive and focused they become. Working as part of a team to achieve something implants anIntrinsic knowledge of group dynamics that learning directly for knowledge sake forsakes.
Creative networks assist in nurturing attitudes and cultures are encountered when reaching out for knowledge the developing of values, ethics, morals and codes of behaviour. Early in life these are based through environments close to home - the care givers, their friends, activites, place of residence, educational venues, social circles and so forth. Life is a journey where one gets what one puts into it. Early in childhood these familiar circles are expanding, changing but still important as a foundation for which each of us use to make our own decisions about our own journey's ride. However the mode of transportation, our rest stops, fillups or brakedowns along this journey are influenced by our gain and use of our knowldge basis's.
The influence of mentors to emulate with creates core values. Peers create a sense of belonging as initially where ever they go and in what ever they do you to will be influenced.
Together the networks, mentors, peers create a learning environment that has
Either positive or negative influence on ones life. Impacting on the integrity and ethics of future choices to be made. Thus, enhancing the quality, quality and retention of knowledge and skills for the rest the rest of your life. At times overshadowing family, work, contribution, friends, personal growth, and so on.
Strategies towards implementing overall learning processes are put in place to create positive structures for the learning process to gain momentum. Like our changing circumstances the strategies need to be updated, implemented, evaluated and refreshed to meet new demands made on all of us. With out the minds gaining of knowledge stratagy basis maintained the quest, retrieval and methodology of gaining new knowledge, then exploring and exploiting of this new knowledge is lost. The over all impact of having an outdated recording and retrieval system within our minds is equivalent to not learning how to use and using a computer in todays technological influenced world. Your mind has tunnel vision and you have just been left behind.
Building achievable stepping stones into a learning process emphasises that there is always more knowledge out there. By not limiting the paths of curiosity, but allowing safety barriers to be erected along the pathway towards gaining knowledge is a caring attitude towards the minds health.Being exposed to family and group dynamics, having something to aim for, gaining the respect of yourself, while carefully choosing your peers, builds in each of us a knowledge base that is the foundation for all other knowledge later interned within our mind. Weather we use this knowledge, utilize our life skills to the gain more acceptability within our selves is up to each intervals as they see fit given the circumstances present at that time of the persons life.
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