What can the study of the history of learning tell us about learning today - Essay Example

? UNDERSTANDING THE IMPORTANCE OF THE HISTORY OF LEARNING Understanding the Importance of the History of Learning Variable differences have been observed in the history of passing on information from one generation to another. Such changes happened due to the evolution of the society, the customs, as well as the priorities of every individual. While in the beginning, learning was considered to be an end to itself, in the course of the progression of technology learning became the means to an end, which made the purpose of learning deviate from its origins (Carmack, n.d.). It is important to find out how such changes happened, as well as why these occurred since in order to find out how to adjust learning methods effectively, it is vital that learning methods of the past must also be studied because these information will give valuable insights on how to make learning purposeful and effective for students, based on the current perspectives of contemporary society. In order to present the importance of understanding the relevance of how learning operated in the past, examples of contrasting elements between ancient learning such as in the times of the Greco-Roman cultures and the modern progressive learning methods that most contemporary society now experiences today will be used. Three possible differences that can be observed are: 1) the reasons for learning; 2) the lessons to be learned by the students; and 3) how these methods are implemented in schools. These three differences are relevant to the explanations since the evolution of learning was affected by mostly societal and cultural changes, especially during the Industrial Revolution, and beyond (Power, 1991). Thus it would be easier to correlate the importance of learning in any kind of society as well as the changes that occur in the process of passing on knowledge on each succession of generations. It can be said that the shifting priorities of the society, from having strong relations with the past and traditions, to looking forward to new possibilities in the future were able to usher such changes, which not only made learning a widely-accepted idea, but also essential to everyday living (Lawrence, 1970). In the past, greater focus is given to the artistic side of living, which can explain why in ancient learning there has been a bigger emphasis on the rhetoric, grammar, styles, as well as oratorical prowess of students, with particular mention of the upper and middle classes, while skills related to craftsmanship are passed down to the working classes. Based on the premises, education can either be an end, or a means to an end, depending on the societal ranking of the learners. Also, there is a prominent idea that students must adjust to the lessons, as well as having to learn general subjects without having to put too much focus on narrowed-down careers, thus leaving no room for the development of individuality. On the other hand, due to the development of various fields, not only do students have greater choices in careers, they are also given other options in what to learn, which is very different from the concept of learning during ancient times. In modern learning there has been greater focus both on the individual aspect as well as the specificities of lessons, depending on what end is needed to be achieved (Carmack, n.d.). At present, students are not forced to learn pure rhetoric, and are actually encouraged to choose lessons that interest them or would make good careers in the future. Thus, with regards to the difference between ancient and modern learning, the former gives greater importance on passing classical knowledge of arts to the next generation, while in the latter there is greater importance on learning various aspects of how society operates in preparation for jobs or careers in the future. In relation to the reasons for learning, the kinds of lessons that students must learn also differ between modern and ancient times due to the influence of changes in societal needs and trends. For example, ancient learning focuses more on the aesthetic aspects, of what is pleasing to many, as well as being articulate. Thus the lessons were one way or another strongly related to each other, such as rhetoric and performance arts, or visual arts and arithmetic, among others (Power, 1991). On the other hand, modern times saw the need to give more importance to how things work, on being more efficient in order to save time and money, as well as putting analytical, physical, or both skills to good use. With that, there has been an explosion of scientific and rational thinking, which encompasses various fields ranging from health and wellness, to commerce and business, and even the process of teaching and learning as well. While the classical lessons are still not forgotten, more or less students now have greater power in choosing whether or not to learn a great deal of these ancient knowledge, as practicality often than not supersedes the aesthetic, unless the individual chooses otherwise. There is also a greater recognition of the differences between each and every individual, and because of that there have been changes in the curricula as well, in the sense that there is a greater leeway on learning at each one’s pace. Such changes in learning were effective in modern times since it reflects how the society recognises the need for open-mindedness, changes and improvements, as opposed to the stricter and harsher methods of learning during ancient times. Lastly, in relation to both the two previous differences, learning methods in both ancient and modern times have greatly differed, and again were due to the societal changes that occurred from the time of the Greeks to contemporary times. In the past, methods of learning involved corporal punishment, disciplinary actions, and other forms of punishment in order to instil lessons as exactly and as rote as possible to stay true to what was originally written (Lawrence, 1970). The fact that every person area different in terms of learning capacity was an unheard of fact, and this was not accounted for when some students were able to learn easily while some lagged behind. However, with modern progressive learning, aside from recognising the differences of each individual along with the recognition of concepts such as psychology and behavioural science, there were also other changes involved with matters about learning, in such a way that even at an early age children are now exposed to learning processes, whether or not they are conscious of it even happening (Carmack, n.d.). In terms of how learning occurs in ancient and contemporary times, it can be said that aside from the factors of evolving from a rigid and disciplined approach, newer methods such as a holistic and practical approach now surpass earlier learning methods not just a factor caused by societal changes, but also due to the way people now learn: a combination of passive and active learning (Lawrence, 1970). Based on the differences between the ideals of ancient and modern times, it can be said that society and its customs were able to shape the way learning works and operates on students. Recognising how learning methods worked during ancient times and comparing these with modern methods of progressive learning can give educators an insight on how small changes are necessary in order to accommodate both the need for students to learn fundamentals of courses, as well as to allow them to develop a genuine interest in the process of learning new things. Without the assistance of analysing how learning worked in the past and if by any reasons these methods can still be useful in the present, it could create frustrations and friction between the educators and their students instead, putting strain on the whole concept of learning as a whole. Thus, in order to reach goals for the students, as well as for the instructors to fully experience the teaching career, it is by learning from the past that these people can be informed not just about the basic process of learning, but also to give them enough flexibility in their contributions to education as a whole. References Carmack, P. (n.d.). Classical vs. modern education: the principal difference. Retrieved from Classical Homeschooling Web site: http://classicalhomeschooling.com/classical-homeschooling-second-issue/classical-vs-modern-educationthe-principal-difference/ Lawrence, E. (1970). The origins and growth of modern education. Middlesex: Penguin Books. Power, E. (1991). A legacy of learning: a history of western education. New York, NY: State University of New York Press. Read More