LEARNING: AS DISCIPLINE
The term ‘Learning’ is a concept whose meaning is crystal
clear until one has to put in actual words. “Learning is when you
learn something”, “Learning is learning how to do something’s”.
Learning is any relatively permanent change in
behaviour brought about by experience or practise,
which brings certain changes in our cascade of
characteristics. It can be two directional that can begin from
zero to infinity as well as seep down from extreme to
disappearance of behaviour. The “relatively permanent” part
of the definition refers to the facts that when people
learn anything, some part of their brain is physically
changed to record what they’ve learned (Farmer.et.al,
2013). Although there is no conclusive proof yet, research
suggest that once people learn something it may be present
somewhere in memory in physical form.
Henry p. Smith (1962) defined learning as:
Learning is the acquisition of new behaviour or the
strengthening or weakening of old behaviour as the result of
experiences.
LEARNING AND MATURATION
The changes produced in behaviour by maturation
are definitely linked with the unfolding and ripening of
inherited traits, i.e., the process of natural growth. They
are quite independent activity, practise or experience. In the
words of Biggie and Hunt (1968)
Maturation is a developmental process within which a
person, from time to time, manifest different traits, the
‘blue-print’ of which have been carried in his cells from the
time of his conception.
The resultant behaviour, thus on account of the process of
maturation does not fall in the category of acquired or learned
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behaviour. Example: a six year old cannot achieve bowel control
as his body and brain is not mature enough.
TYPES OF LEARNING
An alternative basis adopted by Gange (1970) for the purpose of
classifying learning is worthy of note. By taking into
consideration a specific hierarchical order, he classified learning
into following types:
Paired association
learning Verbal learning
LEARNING
Serial Learning Motor learning
Problem SolvingConcept learning
1. VERBAL LEARNING: Learning verbally helps you in the
acquisition of verbal behaviour. The languages we speak,
the communication devices we use, are the result of such
learning. Rote learning and rote memorization which is a
type of school learning is also included in verbal learning.
Sign, pictures, symbol, words, figures, sounds and voices are
employed by the individuals as essential instruments for
engaging in the process of verbal learning.
2.MOTOR LEARNING: The learning of all types of motor skills
may be included in this type of learning. Learning swimming,
riding a horse, driving a car, flying a plane etc. It helps the
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learner to gain confidence, satisfaction and self
assurance over speed accuracy and performance.
3.CONCEPT LEARNING: A concept is a form of mental image
that represent idea about things, persons or events.
For example: our concept of ‘TREE’ is a mental image of a
brown trunk surrounded by green flesh leaves with flower and
fruit hanging on it, whenever we heard the word ‘tree’ we
apply this image to understand how it looks. This
phenomenon is completely based on our previous
experiences, perceptions, encounters, imagination
training or cognitive processes, called concept
learning.
4.PROBLEM SOLVING: This learning is associated with
higher learning abilities such as reasoning, thinking,
observation, discrimination, generalization, imagination etc.
Based on previous experience and knowledge an individual
may motivated to reach an unknown or unfolded
mystery or resolution of an unresolved problem.
5.SERIAL PROBLEM: This type of learning occurs in a
particular sequence and pattern and the learner has to
follow and remember that. Children encounter if often
while learning their pre-school syllabus of alphabets,
multiplication table, names of state etc.
6.PAIRED-ASSOCIATION LEARNING: In this learning, learning
tasks are presented in such a way that they may be learned
by reason of their association. The name of villages like
‘Krishnpur’ is remembered on account of its association with
the name of Lord Krishna.
Some pairing is as: DOG-ANIMAL; PARROT-BIRED; CAT-MILK;
MOTOR-CHILD.
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OUTCOMES OF LEARNING
Learning as successful and useful process may bear certain
outcomes:
BRINGING DESIRABLE CHANGE: Learning is the process of
bringing changes in behaviour. It can help in introducing
desired changes in the behaviour of a learner, in its
entire three domain i.e., cognitive, conative and
affective.
ATTAINING OF TEACHING-LEARNING OBJECTIVES: The
teaching-learning objectives and teaching learning
situation can be effectively reached through the help
of learning and consequently a child can be made to
acquire essential knowledge, skills, application, attitude and
interests.
ATTAINING BALANCE DEVELOPMENT OF PERSONALITY:
Learning enhances the all-rounder development of
personality of an individual.
ATTAINING OF PROPER GROWTH AND DEVELOPMENT:
Learning helps in reaching one’s maximum in terms of
growth and development in various spheres namely
physical, mental, emotional, social, moral, aesthetics and
language.
ATTAINING PROPER ADJUSTEMNT: Adjustment is a key to
success in life. Learning helps an individual to get
adjusted to him and to the environment.
REALIZING OF THE GOALS OF LIFE: Every human being
develops their own way of perceiving the world, life, own
philosophy and style of living. Every being differ in their
striving for fulfilment og their goals. Learning helps them
to realise their utmost potential and to identify their
striving goals of life.
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