Tell me why.

About a year ago, I took an undergrad level Psychology 101 course and upon it’s completion I was ‘jazzed’!  It felt like I had an entirely new perspective and understanding of the way humans function.

I remember thinking that this kind of introduction to human psychology should be a required class for seniors in high school.  I was convinced that this basic understanding of brain function was crucial for a young person (who was about to be let loose on the world) to be aware of.

However, my next thought was that I was sure I wasn’t the first person ever to suggest this and that there must be a reason why a course like this wasn’t mandatory, or even an option, for me as a high school student.

Question:

Taking into consideration what we have been learning regarding the differences between adult and childhood learning, do you think the subject of psychology would be lost on the majority of high school adolescents?  If so, why?  Also, do you think that having a jump start on this information would increase the level of emotional intelligence of a newly graduated high school student?

A critical question.

As a learner, I usually need to understand the rationale behind a task before I wholeheartedly embrace it.  I consider myself a skeptic.  I’ve often felt that the word ‘skeptic’ had a negative connotation attached to it.  I’ve come to realize that my skepticism is just another way to describe my analytical nature and my tendency for thinking critically.

When asked to participate in surveys like the CIQ, I move unconsciously toward my inner skeptic.  What is the motivation behind this questionnaire?  Who will benefit from its data?  What are the short-term or long-term goals associated with it?  What are the consequences of my non-participation?  WHY CAN’T I SEEM TO THINK OF ANYTHING TO WRITE ON THIS PIECE OF PAPER RIGHT NOW!

By the time I finish a CIQ (lately that’s in the last few minutes of a 3 to 8 hour class) I am in no mood for reflection.  Without a deliberate analysis of the CIQ, its greater meaning might have remained lost my analytical mind forever.

After reading and reflecting on Brookfield’s analysis of the CIQ, I am beginning to comprehend the depth of its potential from both a teacher’s perspective as well as a learner’s perspective.  The CIQ can be a very effective tool to encourage learners to think critically and be reflective of their learning experience.  For teachers it can be a way to build trust through adapting to learner’s needs and to be alerted of any disconnect that might be happening with the group.

Question:

After closer analysis of the CIQ, were you surprised by its potential?  Which aspects could you most effectively utilize in your work as a trainer (or as an adult learner)?

This is critical!

I’ve been reading this book, Learning in Adulthood by Merriam et al., and things have been moving along pretty smoothly.  Nothing really jumping out at me, . . . . UNTIL!

I get to a heading called CRITICAL THEORY AND ADULT LEARNING.  I read about seven “learning tasks” that comprise one of Brookfield’s learning theories.  Check this out.  This is how it goes:

1. Challenging ideology, 2. Contesting hegemony, 3. Umasking power, 4. Overcoming alienation, 5. Learning liberation, 6. Reclaiming reason, and 7. Practicing democracy.

Is this a tall order or what???  I mean, really. Overcoming alienation!  Learning liberation!?

Personally, I think that this is some great stuff to think about.

Here’s my question:

Do you think that these learning tasks are valid in what you do on a daily basis?  Are there some that get presented more than others?  How might you incorporate other aspects of critical theory in your work?

Learning to snowboard . . . again!

My first snowboard season as a Coloradan came to an end as I left the parking lot of Summit County’s Arapahoe Basin last week.  A-Basin (as it is referred to by locals) isn’t one of the bigger ski areas, but with it’s base elevation at 10,780 feet it has one of the longest ski seasons in Colorado.  (To put the elevation into perspective, the base elevation is almost 2,000 feet higher than larger, more well known ski areas like Breckenridge and Vail)  This season I made the trip out to the slopes 12 times.  It was the most days I had ever ridden in a single year.

At the beginning of the season I thought that it would be a good idea to take some lessons as I was mainly a self taught snowboarder.  My skill level had never really been an issue because I had a natural knack for the sport and I rarely ever rode more than 4 times a year.  With the knowledge that I would be riding more than I ever had, I was afraid that I might start to develop bad form or reinforce hard to break bad habits.  A friend told me about a special lessons package, but by the time I called to sign up, the special deal was no longer available.  I proceeded to ride the entire season, sans lessons.

I made a conscious effort to observe riders that displayed good form and I would ask fellow riders I met on the ski lift about what they knew of technique.  In retrospect I think I did pretty well.  I didn’t once get injured and I believe that I improved as a rider.

In anticipation for next season, I have signed up for the special lessons package already.

Here’s a question that I hope you will comment on:

Do you think that by snowboarding these 12 days this past season I actually improved my long term ability and skill in the sport or do you think that I will find that I have made it more difficult for myself to learn from an instructor next season and tougher to break any bad habits I might have developed?