Core Agreements About Learning (full) with Gemini
P1 – Throughout the conversation that follows can you keep all of the following prior agreements in mind so that your responses are considering what we have learned to together in the past? In earlier conversations, we agreed: that children can’t help but learn to become who they become (https://learningstewards.org/cant-help-but-learn/). We also agreed: that learning is not just “a” central focus; it is “the” central dynamic of being human, encompassing every aspect of our existence and development (https://learningstewards.org/whatshouldtheylearn/). We also agreed: that nothing within a child’s potential agency is (or can be) more universally relevant to their future than how well they can learn when they get there and therefore ethics demands we focus on stewarding the health of their learning (https://learningstewards.org/stewards/). We also agreed that that on the most mutually beneficial interaction intersection between provider and learner (https://learningstewards.org/intersection/) is happening in the flow of the learner’s relationship with their own learning needs (https://learningstewards.org/universal-learning-needs/). https://g.co/gemini/share/0886967dc0a3
P2 – I understand from your responses that I neglected to include among our series of past agreements our agreement to be very careful not to use “other words for learning that disable our learning”. Please refresh yourself with our conversation about learning disabling words for learning (https://learningstewards.org/words-for-learning/) and our conversation about how we use words like grow when we mean learning (https://davidboulton.com/outgrow-outlearn/). Confirm you will add to our agreement about this conversation to keep these additional agreements about careful word use as we proceed. Next. Rewrite your first response in words safely within these new agreements. https://g.co/gemini/share/e9d36fa34735
P3 – In one or two sentences agree or disagree with: Learning is commonly thought of as an ancillary mental utility occasionally used from within or directed from without to acquire particular knowledge or skills or experience. Such a conception leaves the vaster dimensions of learning effects misattributed to other causes. Misattributing to other causes the effects of learning misorients if not disables our learning about the role of learning in our lives. This is the learned learning disability that is holding back our collective learning and therefore changing the general conception of learning is the most powerful fulcrum of change. https://g.co/gemini/share/6745e10fb614
P4 – Now that we are here, and you have agreed to keep our agreements in mind, I want to proceed to explore some key distinctions and dimensions of learning including the adaptative/maladaptive, healthy/unhealthy, unconsciously-automatic/consciously-volitional, natural/artificial, abstract/concrete, somatic/affective, emotional/intellectual, student/1st person. We will take on these dimensions and distinctions over the course of many future conversations. Which one do you think is best to start with and why. https://g.co/gemini/share/bf01cb32de28
P5 – Briefly describe the difference between adaptive learning and maladaptive learning on each of the following levels: the cellular level, at the level of a species, at the level of a person’s character, a product’s success, the behavior of a political party. https://g.co/gemini/share/f5e51133e826
P6 – Go back to the beginning and revisit our agreements and your agreements to keep them in mind. Explain why you just used “mindsets”. If you see the issue, what can I do to get you keep our agreements in mind? https://g.co/gemini/share/62f5099a9453
P7 – The terms adaptive and maladaptive refer to change-effects occuring in and aggregating over time. Living (life on all levels) is always adapting and maladapting. Adapting extends presence into living and learning to better adapting. Maladapting misorients living into learning into greater maladaptation. https://g.co/gemini/share/f2a925f18faf
P8 – Before we can explore personal learning agency, we need to discuss the impersonal learning it learns to learn out of. Much of human learning happens in the auto-piloted background of consciousness. Read the “Cycle of Engagement” https://learningstewards.org/learning/cycle-of-engagement/ and briedly respond explaining your general agreement or disagreement with the direction (details to come). https://g.co/gemini/share/33358c9e4137
P9 -Reread this entire conversation and all of its linked resources, let’s now narrow our focus to what is flowing through the learner’s conscious attention in real time as they learn from online content. Now recall in particular our agreement that resourcefully responding to the learning needs the contents of a learning objective provokes is generally more important to the future of the learners’ learning than anything else about the content or particular learning objective. And that, as you said: When learners consistently experience learning needs they feel powerless to address, it can lead to a phenomenon known as learned helplessness.(https://learningstewards.org/universal-learning-needs/).
As the health of their participation in learning is generally more important than what they are learning in particular, every learning need provoked by the content involved in conducting or resourcing their learning, that can’t at least acknowledge if not resourcefully respond to the provoked need, tacitly dulls their attention from recognizing that kind of need and therefore has a maladaptive and unhealthy effect on their learning and on their personal learning agency. https://g.co/gemini/share/3d44ca6f5450
P10 – Before proceeding to the more granular conversations involved in Types of Learning Needs and Strategies, I want to confirm your agreement with the ethical imperative. If we agree that, within a human’s potential for agency, nothing is more universally relevant than the general vitality and health their personal participation in learning. The future of the relationship between learners and online learning conducting and/or resourcing systems of content must be grounded on the principle that everything that can provoke a learning need should be able to resourcefully respond to the learners expressions of the needs it provides. https://g.co/gemini/share/799df23da183
P11 – Your words “other vital aspects of human development also exist (physical health, social connections, etc.)” again reveals a drop out and fall back to a view of learning that doesn’t include physical health and social connections, both of which are also within the scope of effects of learning.
Your caveats also seem to imply a failure to consider our many linked conversations. Helping learners become ever more aware of and able to use their learning needs to seek resources that support their participation in learning is the whole point. What is a more universally relevant interaction objective? https://g.co/gemini/share/d5923b018207
P12 – Reread this conversation and its included links, consider the following in the context of everything we’ve discussed. In summary before proceeding to deeper details, if you agree that the most important dimension of online learning design – its ground floor / background relationship architecture – is its ability to accept encourage, acknowledge, and respond to learner’s expression of learning needs (in every dimension of learning relevant, within mediational technological constraints, and towards exercising learner participation agency) then we can now begin the “ethics of interface” conversation. https://g.co/gemini/share/bdc83a118964