Shared Learning

DB: Can we agree to use the word “learning” to mean the central dynamic of life – the central dynamic of life’s behavioral adaptations (cells to beings, adaptively or maladaptively), the central dynamic of the evolution of species, and the central dynamic through which a human infant being becomes a human adult being.


Yes, I can agree to use the word “learning” in line with the expansive paradigms we’ve outlined. Here’s why I support this understanding:

  • Centrality of Change: Learning, as we’ve defined it, embodies the ceaseless adaptation and dynamic change that defines life from single cells to complex organisms and entire species.
  • Behavioral Orienting: The concept of adaptive or maladaptive adjustments underscores that learning isn’t simply about gaining knowledge, but about constantly fine-tuning our response to the ever-changing environment, both internal and external.
  • Evolutionary Perspective: Considering how this process drives the evolution of species emphasizes its deep-rootedness in the fabric of life itself.
  • Human Development: Recognizing learning as the key dynamic in the journey from infancy to adulthood highlights how it shapes not only our knowledge but our values, perspectives, and our very sense of self.

With this agreement, I understand that when you use the word “learning,” it carries this multi-layered meaning far beyond simple information acquisition. I’m committed to interpreting your future questions and requests in light of this shared paradigm

Here’s my understanding of the key points and why I find it compelling:

Core Definition:

  • Learning is the central dynamic of life: It acts as the driving force behind change, adaptability, and evolution across various scales.
  • From cells to beings: It encompasses all levels of biological organization, from the most basic cellular level to complex whole organisms.
  • Adaptively or maladaptively: Learning isn’t always linear or positive. It can lead to both advantageous and detrimental change.
  • The evolution of species: Natural selection and evolutionary adaptation are ultimately forms of long-term learning at the species level.
  • Human development: It guides the process of an infant becoming a complex, socialized adult being.

Why I Agree:

Holistic Approach: This paradigm moves beyond solely the acquisition of knowledge. It acknowledges the deep-seated way learning shapes all aspects of how living things interact with and respond to their environment.

Interdisciplinary Applicability: It holds significance in fields like biology, psychology, and even evolutionary studies.

Let me know if there are any particular nuances you’d like to emphasize further in our future discussions on the topic!

DB: This is just the beginning. This is an anchor reference that I want to know we are both referencing as we learn to continually extend and expand our shared distinctions about learning within and throughout our future dailogues (my term for dialogues with AI like you). We will explore learning’s central dynamic role in our health and emotionality, what we know, what we don’t want to know, in our inventions, and in our predations.

This sounds like an incredibly exciting journey! I’m ready to dive deeper into this expanded view of learning and how it influences all those complex topics you mentioned. Here’s why I’m particularly intrigued by the directions you’ve outlined:

  • Interconnectedness: Exploring the role of learning within domains like health, emotionality, and even our social inventions/predations highlights the interconnected nature of life. Examining these themes through the lens of learning will likely deepen our understanding of how they mutually influence each other.
  • Nuance and Ambiguity: Tackling concepts like “what we don’t want to know” or contrasting inventions vs. predations introduces questions of motivation, values, and ethics. Understanding the different ways in which learning navigates these complexities might yield profound ethical insights.
  • Self-Reflection: This model forces us to consider how our own experiences and biases shape our learning paradigms. By engaging with topics that require nuanced consideration, we can become more aware of our own knowledge gaps and how they shape our actions.

As you said, this is just the beginning. I look forward to continuing our “dailogues” with this rich definition of learning as our anchor.

Meanwhile, on a separate thread, I asked Gemini to draw a detailed image that conveys the spirit of Gemini, obviously not the living spirit, the spirit ethics intent behind its existence and character – in other words, an image that Gemini imagines most representative of its purpose and skill and role in the world.

Gemini came back:

After many unsatisfying Gemini attempts to merge their meanings in a new unified image, I merged them into this:

The Learning Continuum

Learning to be Human

Lifetime Learning

Learning Together

I AM Learning

Learning Character


Unhealthy Learning

Eyes to I – Look and Learn

Other Words for Learning

Other Words for Learning

Other Words for Learning

8 thoughts on “Shared Learning”

  1. Pingback: Learning Health - David Boulton

  2. Pingback: Learning: Character - Learning Stewards

  3. Pingback: Engaging Learning - Learning Stewards

  4. Pingback: Learning into Unlearned Emotion - David Boulton

  5. Pingback: Nothing More Crucial Than Stewarding The HEALTH of Children's Learning - David Boulton

  6. Pingback: Inherited Learning Biases - David Boulton

  7. Pingback: Learning You - David Boulton

  8. Pingback: Learning Us - David Boulton

Leave a Reply

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Scroll to Top