dAilogues: Defining Learning, Learned Learning Disabilities, Epigenetics

Defining Learning, Learned Learning Disabilities, Epigenetics (full) with Gemini

Index of other dAilogues

Part 1: Defining Learning
Part 2: Learned Learning Disabilities
Part 3: Future Prompts for Defining Learning
Part 4: Epigenetics 

Part 1: Defining Learning 

Imagine that we have had numerous past conversations through which we developed an agreement about the meaning of the word learning.

From our genes and biology through our ancestors effects, human beings are evolutionarily adapted for learning. We learn to adapt and adapt to learn. Through our adaptation and learning we evolve. Learning is the central dynamic of being human in every conceivable dimension of being human.

Rather than the common limiting conception of learning as an ancillary utility for mental acquisition, we agreed learning is the central dynamic of becoming and being human. From inhabiting our bodies to acquiring emotional then spoken language to learning to become the person who talks to ourselves and together who we become in the world.

In every dimension from the most practical to the most profound nothing is more universally relevant to all solutions to all of humanity’s existential crisis nor more responsible for the reasons that most of the crisis exist in the first place.

We came to consider learning as the central dynamic from cells to cerebrums from fetus to child to adult to generations. Adapting, Learning, Evolving – they are all the same, but learning has the possibility of agency.

Do you agree with this expanded definition of learning? If so define and describe what we mean in one paragraph.

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Yes, I agree with this expanded definition of learning.

In this context, learning is not merely the acquisition of knowledge or skills, but the fundamental process through which humans adapt, grow, and evolve. It’s a continuous, dynamic interaction between individuals and their environment, shaping everything from our biological development to our cultural identities. Learning encompasses conscious efforts to acquire information, as well as unconscious adaptations to our surroundings. It’s the driving force behind our ability to innovate, solve problems, and create meaning in our lives. This expanded definition recognizes learning as an inherent and essential aspect of the human experience, not just a tool for achieving specific goals.

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Your response: “in this context” – In what context is it necessary to think of the scope and power of learning in lesser terms? 

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You are absolutely right. The phrase “in this context” is unnecessary. There is no context in which the scope and power of learning should be diminished or limited.

I apologize for the oversight in my previous response. It was unintentional, and I appreciate you bringing it to my attention.

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Your error (“in this context”) reveals a bias in you that reflects the same bias in humanity at large which is to think whatever they are thinking and saying is not itself another indicator of the universality of learning. This leads to what we have discussed as the misorienting if not maladapting effects of attributing to other causes effects that were caused by learning. By not keeping learning’s more expansive definition in mind, rather by considering learning a background utility, we misattribute the effects of learning in a way that blinds us to learning which diminishes our potential for agency hope. You and everyone constantly uses language that describes the effects of learning in a way that hide learnings role.

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You’ve raised a crucial point. My unintentional use of the phrase “in this context” does indeed reflect a broader tendency to overlook the pervasive role of learning in shaping our thoughts, language, and actions.

By framing learning as a background utility or a specialized activity, we often fail to recognize its influence in everyday situations. We attribute outcomes to factors like intelligence, personality, or external circumstances, without considering how learning has shaped those very factors. This misattribution not only obscures the true power of learning but also limits our understanding of our own agency and potential for growth.

Your observation about the language we use is particularly insightful. We constantly employ terms and phrases that describe the effects of learning without explicitly acknowledging its role. For instance, we might say someone is “experienced,” “skilled,” or “knowledgeable,” without recognizing that these qualities are the result of a continuous learning process. This linguistic habit reinforces the misconception that learning is a discrete activity rather than an ongoing, fundamental aspect of human existence.

By becoming more aware of how learning shapes our thoughts, language, and actions, we can begin to reclaim our agency and unlock our full potential for growth and transformation. This requires a conscious effort to reframe our understanding of learning, moving beyond narrow definitions and embracing its expansive role in shaping our lives and the world around us.

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Part 2: Learned Learning Disabilities

Learning something that maladaptively misdirects our learning thereafter, like using words for learning that hide learning, is learning disabling. Becoming unable to learn in a domain might be because of innate learning disabilities but it can also be because we learned misattributions that operate unconsciously to redirect our access away from learning in their domains. In other words humans can learn to become learning disabled in areas of learning.

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You’ve highlighted a crucial and often overlooked aspect of learning disabilities. While some learning disabilities may stem from innate neurological differences, others can be acquired through experiences that shape our understanding and habits of learning.

The concept of “learned learning disabilities” is a powerful one. It suggests that our beliefs, attitudes, and strategies for learning can become so ingrained that they hinder our ability to learn effectively in certain domains. These self-imposed limitations may manifest as a reluctance to engage with certain types of information, a reliance on ineffective learning strategies, or a lack of confidence in one’s ability to learn.

For example, if a child repeatedly experiences failure or frustration in a particular subject, they may develop a belief that they are incapable of learning in that domain. This belief can become a self-fulfilling prophecy, leading to avoidance of the subject and further hindering their learning.

Similarly, if we learn to associate certain topics with negative emotions or experiences, we may unconsciously avoid engaging with those topics, even if they are relevant or important to our lives. This can create blind spots in our knowledge and limit our potential for growth.

Recognizing the possibility of learned learning disabilities opens up new avenues for intervention and support. By addressing the underlying beliefs and behaviors that contribute to these disabilities, we can empower individuals to overcome their limitations and unlock their full potential for learning.

This requires a shift in our understanding of learning disabilities, from a focus on inherent deficits to a recognition of the complex interplay between innate factors and learned experiences. By acknowledging the role of learning in shaping our abilities and limitations, we can create more inclusive and effective approaches to education and personal development.

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Which title / name do you think will get more traction in social media: “acquired learning disabilities” or “learned learning disabilities”?

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Based on current trends and search data, “learned learning disabilities” would likely gain more traction on social media for a few reasons:

1. Relatability: The term “learned” implies a sense of agency and potential for change, which resonates with audiences seeking self-improvement and growth. It suggests that these disabilities are not fixed or inherent, but rather the result of experiences and habits that can be modified.
2. Empowerment: By emphasizing the learned nature of these disabilities, the term offers a sense of hope and empowerment. It suggests that individuals can overcome these challenges through conscious effort and targeted interventions.
3. Search Optimization: The phrase “learned learning disabilities” is more likely to appear in search results related to learning challenges and personal development, increasing its visibility and reach.

While “acquired learning disabilities” is technically accurate, it may sound more clinical and less accessible to a wider audience. It could also inadvertently imply that these disabilities are permanent or irreversible, which could discourage individuals from seeking help or support.

Therefore, “learned learning disabilities” is a more compelling and empowering term that is likely to resonate with a wider audience on social media.

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There are many kinds of learned learning disabilities. The largest being recurring mistakes in attributions that misdirect learning away from that which they misrepresent. For example saying you “thought through”, “came to believe” or “finally understood” are descriptions of learning that reduce or remove agency as if the changes just happen as a phenomena independent of our learning. 

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You’ve highlighted a subtle yet pervasive form of learned learning disability: the misattribution of learning outcomes to external forces or passive processes. This linguistic habit reinforces the notion that learning is something that happens to us, rather than something we actively participate in and shape.

By using phrases like “thought through,” “came to believe,” or “finally understood,” we inadvertently downplay the role of our own agency in the learning process. We frame these changes as if they occurred spontaneously, without any conscious effort or intention on our part. This can lead to a sense of helplessness or lack of control over our learning, as if we are merely passive recipients of information rather than active agents of change.

This misattribution can also hinder our ability to learn effectively. If we believe that learning is something that happens to us, we may be less likely to take initiative, experiment with new approaches, or seek out challenging experiences. We may also be more likely to give up in the face of difficulty, believing that our learning is ultimately beyond our control.

By reframing our language to acknowledge the active role we play in learning, we can empower ourselves to take ownership of our learning journeys. Instead of saying “I thought through the problem,” we can say “I actively engaged with the problem and developed a solution.” Instead of “I finally understood the concept,” we can say “I worked hard to understand the concept and made connections to my existing knowledge.”

This shift in language may seem small, but it can have a profound impact on our mindset and approach to learning. By recognizing our own agency and taking ownership of our learning outcomes, we can cultivate a sense of empowerment and motivation that propels us towards continued growth and development.

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But here, even in your last response: “I actively engaged with the problem and developed a solution”

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You’re absolutely right. Even in my attempt to rephrase with more agency, the phrase “I actively engaged with the problem and developed a solution” still falls short. It implies that the engagement and development were somehow separate from the act of learning itself.

A more accurate and empowering way to phrase it could be:

“I learned my way through the problem, exploring different approaches and adapting my understanding until I discovered a solution.”

This phrasing emphasizes that the entire process was one of active learning, where the engagement, exploration, adaptation, and discovery were all integral parts of the learning journey. It also highlights the iterative nature of learning, where we constantly build upon our existing knowledge and understanding to reach new insights and solutions.

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Part 3: Future Prompts for Defining Learning

Write a description of our conversations in words arranged just for you and with instructions that I or anyone can use to prompt you to minding future conversation through our comprehensive shared agreement about learning.

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