1. Learning is an active process in which the learner uses sensory input and
constructs meaning out of it. The more traditional formulation of this idea
involves the terminology of the active learner (Dewey's term) stressing that
the learner needs to do something; that learning is not the passive acceptance
of knowledge which exists "out there" but that learning involves the
learner s engaging with the world.
2. People learn to learn as they learn: learning consists
both of constructing meaning and constructing systems of meaning. For example,
if we learn the chronology of dates of a series of historical events, we are
simultaneously learning the meaning of a chronology. Each meaning we construct
makes us better able to give meaning to other sensations which can fit a
similar pattern.
3. The crucial action of constructing meaning is mental: it
happens in the mind. Physical actions, hands-on experience may be necessary for
learning, especially for children, but it is not sufficient; we need to provide
activities which engage the mind as well as the hands. (Dewey
called this reflective activity.)
4. Learning involves language: the language we use
influences learning. On the empirical level. researchers have noted that people
talk to themselves as they learn. On a more general level. there is a
collection of arguments, presented most forcefully by Vigotsky, that language
and learning are inextricably intertwined. This point
was clearly emphasized in Elaine Gurain's reference to the need to honor native
language in developing North American exhibits. The desire to have material and
programs in their own language was an important request by many members of
various Native American communities.
5. Learning is a social activity: our learning is intimately
associated with our connection with other human beings, our teachers, our
peers, our family as well as casual acquaintances, including the people before
us or next to us at the exhibit. We are more likely to be successful in our
efforts to educate if we recognize this principle rather than try to avoid it.
Much of traditional education, as Dewey pointed out, is directed towards
isolating the learner from all social interaction, and towards seeing education
as a one-on-one relationship between the learner and the objective material to
be learned. In contrast, progressive education (to continue to use Dewey's
formulation) recognizes the social aspect of learning and uses conversation,
interaction with others, and the application of knowledge as an integral aspect
of learning.
6. Learning is contextual: we do not learn isolated facts
and theories in some abstract ethereal land of the mind separate from the rest
of our lives: we learn in relationship to what else we know, what we believe,
our prejudices and our fears. On reflection, it becomes
clear that this point is actually a corollary of the idea that learning is
active and social. We cannot divorce our learning from our lives.
7. One needs knowledge to learn: it is not possible to
assimilate new knowledge without having some structure developed from previous
knowledge to build on. The more we know, the more we
can learn. Therefore any effort to teach must be connected to the state of the
learner, must provide a path into the subject for the learner based on that
learner's previous knowledge.
8. It takes time to learn: learning is not instantaneous.
For significant learning we need to revisit ideas, ponder them try them out,
play with them and use them. This cannot happen in the 5-10 minutes usually
spent in a gallery (and certainly not in the few seconds usually spent
contemplating a single museum object.) If you reflect on anything you have
learned, you soon realize that it is the product of repeated exposure and
thought. Even, or especially, moments of profound insight, can be traced back
to longer periods of preparation.
9. Motivation is a key component in learning. Not only
is it the case that motivation helps learning, it is essential for learning.
This ideas of motivation as described here is broadly conceived to include an
understanding of ways in which the knowledge can be used. Unless we know
"the reasons why", we may not be very involved in using the knowledge
that may be instilled in us. even by the most severe and direct teaching.
