Observation or Practice Does Not Summarize Learning
Humankind seeps knowledge through the various activities that happen within his realm. The active experiment of learning and having passive observation go hand in hand, but restricting the human mind to these two forms of knowledge is wrong. The action of hearing out someone is not technically passive it involves activity and observation incorporates stimulations of sensory organs. The student who sits in class will not be participating in observation knowledge if the eyes that are expected to view are shut. The activity of hearing or observing is already participatory though it is considered theoretical. The human mind is able to take thing s a notch higher when someone indulges in the activities of what he or she was taught.
Learning from observation is a common activity and has been accepted culturally as a societal norm (Feden & Vogel 2033). Learning in different scopes of knowledge does not have a unilateral way of transmitting the knowledge. For example, the teacher who teaches a certain language cannot have the students listening only. The teacher should include a certain lesson in which the students talk in the language that they practice. The terms of observational learning in most psychological analysis are known as social learning, observational learning, and vicarious learning. Learning through observation involves the use of real time observations, video tapes of humans, cartoons, or listening of audio tapes.
The observation of some activity can produce knowledge though it will not be able to cement the experience without actively participating in the knowledge actively or collaboratively (Millis & Cottell 1998, 34). The teaching that we get in class where the students sits and listens to what the teacher says is passive acquisition of knowledge. When the teacher pauses or asks us (the students) to discuss with our colleagues what we have learned, the form of getting knowledge is called collaborative knowledge. The holding of conversations between persons who have received knowledge usually entails the exchange of that knowledge.
The introduction of learning activities leads to the creation of a deeper understanding. However, the question lingering is whether acquisition of knowledge is through observation and active participation alone. The knowledge of everything can be acquired by observation and active participation. If you have to learn to paint, you have to observe a painter at work and then take up a paintbrush and a piece of canvas to express what you have learned. The act of learning is always induced by an act of seeing an activity being done by another or having the knowledge imparted to you.
The teacher is always at a crossroad whether to explain through activities or through theory. The knowledge however of something emotional or in language can be spontaneous. The emotional part of moving away from the things that hurt you can be influenced by experiences but also it can be spontaneous. Impatient people cannot be influenced to be involved in waiting for things. This means that they learnt something and it means that they understand their selves. Surely, learning of one’s self is also learning and it is the most important aspect of learning. The knowledge of oneself is like the operating system of our being.
The knowledge that has to do with ourselves is not always known through activity or by observing our selves. The increase in knowledge of one’s self is important and it is increased by meditation. The knowledge of one’s feelings and character is an inner depth process. You cannot observe others to know whether you take something as offensive. It just relies on your feelings and your emotional perception of it. Therefore, though observation and active engagement a person can learn more about himself or herself.
To compare and contrast the nature of our feelings we can observe the...
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