The art of learning Learning, no matter in the field of life, or in the walls of school, is ever a process along with us. Or rather say, since life is from a pure, simple, primary consciousness of a n

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Taliesin

The art of learning Learning, no matter in the field of life, or in the walls of school, is ever a process along with us. Or rather say, since life is from a pure, simple, primary consciousness of a new born, to a more and more complicated system of though, concept, body, etc., it would be not too much to say that life is but a continuous act of learning .Here I want to contrive to elaborate the art of learning from a metaphysical point of view, not in the spirit of struggling in the labyrinthine conceptions of philosophy, but of expecting it might be of little help to the long, dull and dry course ever since we have entered elementary school. If one word should be selected to epitomize the essence of learning, it could be “association”, and since all the activities of human-beings is but in the field of time and space (Kantian philosophy), the “association” also happens in it. Thus one should ask if association if the essence of learning, then what will be the primary source for associating? That is, the “I” of a newborn baby, including both his body and consciousness. All the learning happening in the later life is to associate with each other based on this core, just like the little snowball upon which the whole huge snow ball should be built. That sometimes is called unconscious, since the snow of the outer layer is much enough to cover the little inner core. But if something occur in our later life just relevant and akin to our little snow ball, the magic spring may be touched upon and huge energy evoked, just imagine the meeting with some person totally new but some very much intimate feelings could be associated with. Thus, learning, or say life experience itself, is nevertheless a process of accumulating a snow ball, which is “association”. thank you with all my heart for your kind help! the following paragraphs are below.

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The art of learning

Learning, no matter whether in the field of life or in the walls of school, is ever a process along with us. That is to say, both life and learning are from a pure, simple, primary consciousness of a new born, to a more and more complicated system of though, concept, body, etc., it would be not too much to say that life is but a continuous act of learning. Here I want to elaborate the art of learning from a metaphysical point of view, not in the spirit of struggling with the labyrinthine concepts of philosophy, (but of expecting (it) might be of little help to the long, dull and dry course ever since we have entered elementary school. )?

If one word should be selected to epitomize the essence of learning, it could be “association”, and since all human activities are in the field of time and space (Kantian philosophy), this “association” also happens in it. Thus one should ask if association if the essence of learning, then what will be the primary source for associating? That is, the “I” of a newborn baby, including both his body and consciousness. All the learning happening later in life is to associate with each other based on this core, just like the kernel upon which the whole huge snowball should be built. That sometimes is called 'unconscious,' since the snow of the skin is more than enough to cover the kernel. But if something occurs in our later life just relevant and akin to our little snow ball, the magic spring may be touched upon and huge energy evolved; just imagine the meeting with some person totally new but having some very intimate feelings that we could associate with. Thus, learning, or say life experience itself, is nevertheless a process of accumulating a snow ball, which is “association”.

thank you with all my heart for your kind help! the following paragraphs are below.

A very interesting argument, thanks. I'm not sure I understood it. 'I' is the subject, and 'associate' the predicate? And with time, as the snowball grows, so does learning and consciousness, much like a Kantian evolution?

So let us back to the practical side of learning, what can be applied according to the understanding of it?(if there really ever has one). We all know and have actually experienced the learning style in school, which is the kind of students being taught by teachers, what is short of this is the lack of both enough sensations and sometimes emotions (since the amount of teachers who can evoke the active emotions of their charges is but few). Therefore we often hear about the learning through action and experiment, which absolutely need more sensations of the students. We can also clearly see that those who bestowed with a curious mind always learn more quickly than their peers, which is exactly the emotion factor works. Nevertheless, there could be enormous examples of how the principle of learning effects the efficiency of it, only a little associating could be done. Anyway, human experience is never to be too simple to be included in a single pattern, no matter how magnificent it would be, and since life is never end before one dies, so is leaning.

Then, what is the elements for associating, the nature of the snow? As we can easily know, human existence is limited by time and space, on one hand, and by our own body, on the other. As a result of this, human experience of the world is consisting of image (eyes), sound (ear), smell (nose),voice (mouth, as different to ear), sensation(skin), action(body members), and apart form that which is shared by all animals, there is human consciousness, which mainly includes emotions and abstract concepts. The principle is, in the process of learning, the more aspects of association created of the outer world with the inner world, the more everlasting the learning memory would be, even more so if the emotion level is touched. But this is only in the field of space, there is still more to be done, say, facing the cruelty of time. All the things would disappear slowly in the course of time if not re-associated, which is called review in learning process, consciously or unconsciously. The principle above is as effective as well, the more elements evolved, the more impressive the effects—but the exact regularities of which must differ from individual to individual, since every human-being is a special one not only from his born but also from his growing process, although there may be some general rules based on statistical studies which can be only used as references.

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