The Complicated System of Education - Term Paper Example

An Avenue to Lifelong Learning Human evolution from the time when man lived in caves has proven that he is capable of survival against all odds. The caveman learned it through the challenges and opportunities thrown his way. Even if was unschooled, he was equipped with skills to go through life and even raise a family. His experiences have made him discover many things that bring failure and success. These further led him to think up of more theories that likewise evolved with him. Transformations in Education It was man who thought up of the complicated system of education and formalized it into schools. Education is meant to transfer knowledge to the next generation. However, education today has undergone various transformations from days of old. Schools at present may have similar goals of optimizing students’ learning and maximizing their potentials but may have differing philosophies, approaches and educational strategies in fulfilling these goals. “Predictably, the traditional teacher-centered model in which knowledge is “transmitted” from teacher to learner is rapidly being replaced by alternative models of instruction (e.g., learner-centered, constructivist, and sociocultural ideas) in which the emphasis is on guiding and supporting students as they learn to construct their understanding of the culture and communities of which they are a part Brown et al., 1993; Brown, Collins, & Duguid, 1989; Cobb, 1994; Collins, 1990; Duffy & Cunningham, 1996; Pea, 1993). In the process of shifting our attention to the constructive activity of the learner, we recognize the need to anchor learning in real-world or authentic contexts that make learning meaningful and purposeful.” (Bonk & Cunningham, 1998, p.27) Constructivism Constructivist theory is gaining more attention, recognition and acceptance in many educational institutions. It premises on the belief that learners “construct” their own learning, and in effect, have better retention of it. “In the Constructivist theory the emphasis is placed on the learner or the student rather than the teacher or the instructor.  It is the learner who interacts with objects and events and thereby gains an understanding of the features held by such objects or events.  The learner, therefore, constructs his/her own conceptualizations and solutions to problems.  Learner autonomy and initiative is accepted and encouraged.” (Van Ryneveld, n.d., n.p.). As early as the sixteenth century, there were already individuals advocating for more experience-based learning. John Comenius (1592-1670), known as the “Father of Modern Education” recommended a holistic, integrated, hands-on curriculum and was the first to use pictures in textbooks. This introduction to an innovative approach, at that time, has caught on with other educators (Brewer, 2001). In the seventeenth century, Jean-Jacques Rosseau ( 1712-1778) began to focus on the learner’s nature instead of the subject matter to be learned. He theorized that learning by discovery is much more effective than being merely “spoon-fed” information. He also empowered the learner by advising that the more a learner is able to control the environment, the more effective the education (Brewer, 2001). Rosseau believed that education should conform to the child’s nature, and explained that people develop through various stages. Different forms of educational strategies should be adjusted to be appropriate to each developmental stage (Brewer, 2001). Among others, these prominent men in the history of Education have vast influence on constructivist theory. However, the men who were honored to be credited for its foundation are Jean Piaget and Lev Vygotsky. The theories of Piaget and Vygotsky were based on their predecessors’. “Piaget believed that children create knowledge through interactions with the environment. Children are not passive receivers of knowledge; rather, they actively work at organizing their experience into more and more complex mental structures.” (Brewer, 2001, p.6). He insists that children need to use all their cognitive functions. These theories were designed to form minds which can be critical, can verify, and not accept everything they are offered. Such beliefs reflect his respect for children’s thinking. Vygotsky (1978) believed that children’s intellectual development is influenced more by social context than by individual experiences. His theory places a great deal of emphasis on effective social interaction. Taken together, both Piaget’s and Vygotsky’s theories are known as Constructivist Teaching Practices and Principles where Piaget’s emphasize Cognitive constructivism and Vygotsky’s emphasize Social Constructivism. The integration of the ideas of Piaget and Vygotsky has proven to be an effective fusion. Cognitive Constructivist Theories put much premium on knowledge from experiences and Social Constructivist theories point to the importance of teacher explanations, support and demonstrations. Cognitive Constructivists value the individual’s questioning with open ended-questions and Social Constructivists encourage multiple viewpoints in understanding a problem. Cognitive Constructivists promote individual discoveries and Social Constructivists encourage students’ collaboration in learning and social interaction. Cognitive Constructivists identify and foster skills needed to manage learning, and acknowledge collaborative learning as supportive in the increase of individual metacognitive skill. Social Constructivists create an atmosphere of joint responsibility for learning. (Bonk & Cunningham, 1998). In the foregoing, it can be understood that Piaget’s theories complement with Vygotsky’s. Informal Learning The acknowledgement that learning and education is not restricted to the four walls of the classroom is supported by constructivist theories, as experiential learning mostly ensue outside a classroom environment. That is why activities engaged in by students outside school like field trips, special non-academic projects, etc. are now being integrated in the curriculum. “Active learning focuses on everyday life – the work place as well as sports, home or hobbies – viewing it as an at least equally, if not more important educational setting than organized, institutionalized contexts” (Tuschling & Engemann, 2006, p. 455). Lengrand (1972) even advocates that special attention be paid to experiential learning outside of schools. Such has been known as informal learning. Within the institutional context of the EU, the glossary of the CEDEFOP (the European Center for the development of vocational training) defines informal learning as follows: Informal learning is defined as learning resulting from daily life activities related to work, family or leisure. It is often referred to as experiential learning and can to a certain degree be understood as accidental learning. It is not structured in terms of learning objectives, learning time and/or learning support. Typically it does not lead to certification. Informal learning may be intentional but in most cases, it is non-intentional. (or ‘incidental’/random) Cole (2005) theorizes that there are two things that determine whether an individual is informally learning. First is the learner’s control. The more that the learner takes the rein from a more capable mentor and determines the scope, approach, pace and outcome of the activity, the more informal is the learning. Another thing is that learning relates in a meaningful way to the life of the learner and is applied practically in his life. It is an attitude that adopts the belief that learning can be derived from all manner of social exchanges and situations and interacting with the world with curiosity, but maintains that the learner himself determines it, shapes it and directs it (Cole, 2005) Lifelong Learning The key words these days are “lifelong learning”. Especially in Europe, it has become “an essential policy strategy for the development of citizenship, social cohesion, employment and for individual fulfillment” (European Commission, 2002, p. 4). From educational discourses of the 1960’s and 1970’s, it has been debated that the primary purpose of learning and education is not solely for acquiring and extending theoretical knowledge but “to develop one’s own character, a character, that becomes reality as a result of growing experience” (Lengrand, 1972, p. 59). The maximalistic view of lifelong learning stresses the importance of learning outside the classic educational context and premises. That would include learning technologies, printed material and visits to museums, art galleries, field centres and heritage sites. This means that even after a student graduates from formal school, he may still engage in learning in the bigger classroom called life, and this would extend all throughout his life span. While the classical field of learning was formed by closed institutions, that were to be attended in the first quarter or third of the lifespan, lifelong learning declares any place and any time as suitable for learning (Tuschling & Engemann, 2006). Also, maximalistic learning concludes that learning not only has to become lifelong but also lifewide (Cropley, 1980; national Agency for Education, 2000). Both dimensions- expansion over the lifespan and extension to leisure and private spare time activities- fuse together “to form a principal boundlessness of learning in time and space. In the maximalistic approach a process of outsourcing of learning from the educational system, into the lives of the individuals takes place. Learning expands over the adult life course and across all life spheres, demanding it as a way of life” (Tuschling & Engemann, 2006, p. 456) Education has been known as being gained in a structured place called a school or a learning institution. However, Lengrand (1972) interprets this structure as an integrative, self-reflective technique of self performance that is ideally centered in the learner himself, seeking to make learning independent from setting, from personal and financial effort. This kind of learning which is informal can take place regardless of circumstances. Even media is not only becoming an instrument of transferring knowledge but becoming a space for learning itself. This is the idea behind lifelong learning. It frees learning from the confines of learning institutions, previously known as the ultimate places for individuals to reap knowledge from. The ‘learner in the center’ slogan advocated by the EU makes institutions subordinate to the learner and lets them just be supporting units while the learner follows his own learning path which he paves himself. Cole (2005) adds, “When we speak of ‘informal learning’, then, we should be mindful that the idea puts the learner at the very heart of the process – a process in which the learner exercises a greater or lesser degree of control. Then, teaching transforms to counseling, mediating and mentoring instead of being the center of learning itself. A perfect example of informal learning is going on field trips. This paper specifically focuses on a field trip to a public aquarium, UK’s The Deep, where a full tour would indeed fill out a visitor’s mind with overwhelming information about the world’s oceans and sea life. The points that will be raised on this paper regarding informal learning and its contribution to the lifelong learning process shall refer to this place of learning all throughout. The learner takes responsibility for constructing his own learning by converting information he has derived from the widest possible range of sources into knowledge. Unless and until that information is deployed in some interactive context, it does not become knowledge – and it is at that point that learning can be said to have taken place (Cole, 2005). The Deep: An Ideal Learning Environment Lengrand (1972) suggests the creation of environments that allow the learner to easily relate ‘concrete’ and ‘abstract’ concepts to fuse theoretical knowledge and individual action. The Deep, being a highly interactive simulated marine environment open to the public, exemplifies what Lengrand envisions to be an ideal learning environment. In the tradition of constructivist education, visitors at The Deep are in control of their own learning by choosing which learning stations to visit first, and at their own pace and level of engagement. The Deep offers informal learning by way of hands on interactives, audiovisual presentations and living exhibits as it shares with its visitors the story of the world’s oceans. The story unravels as visitors take a journey through time, from the beginning, through the present day oceans and the deep, dark, icy future of deep-sea research lab, Deep Blue one. The difference between formally studying the ocean in school by reading about it in the textbooks, and going through the awesome exhibits at The Deep is that learners experience the ocean and learn so much more about it by simply taking in the learning opportunities provided in The Deep. The sights and sounds are carefully designed to capture the interest and hold the attention of the visitors, enough to have it ingrained in their memories. What better way to retain learning than to involve all the senses, the whole being of the learner? “The learning programme is delivered year round to groups from pre-school to post sixteen and beyond. For school pupils our in-house teachers have created a learning programme encompassing a broad range of subjects. We provide carefully structured workshops, giving hands-on experience and raising awareness of the marine environment. All sessions are closely referenced to the National Curriculum.” (The Deep website) Visitors learn how the solar system, our planet and the oceans on which it depends came into existence. They will be awed by the vast array of marine life spread out in over thirty aquatic exhibits ranging from the shallow tropical seas to the icy depths of the deep ocean (The Deep website). Overall, visitors will discover what endangers the future of our oceans and what they can do to help preserve them for generations to come. The exhibit, in itself, prods the visitor to take a good look at what is at stake if he does not do anything to save it from extinction. What helps in cultivating passion for the ocean and all the creatures it holds is putting oneself in its position. Visitors get to experience the environment and lifestyles of sea creatures and how they survive its occasionally harsh environments. For instance, they get to feel the deep freeze of real ice walls and discover how sea creatures manage such temperature. They can also witness how plankton forms ice lawns over the Arctic and how that becomes the staple diet for the incredible Krill. Young children may indulge in feeling some sea animals in the touch pool. Research on marine life is carried out by the marine biologists behind this magnificent aquarium. They share their findings with the visitors in ways that would further inflame their passion for the environment. Deep Blue One is the deep ocean research station that shows documentaries on their three screen theatre. Another amazing thing about The Deep is its consideration of the minutest detail to entertain its visitors. It has something to offer to satisfy all visitor preferences like hands-on learning nooks for youngsters, exciting views from under the sea in the deepest viewing tunnel in Europe, a ride in the world’s only underwater lift… these adventures take the visitor not only through time (billions of years worth) but also through space (from the surface of the waves to the dark, icy depths of the ocean floor)! What book, story or exam in school can do all that for the learner in just a few hours? The wonderful thing about The Deep is that it caters to anyone of any age. The whole lifespan is represented in terms of developmental appropriateness. The Deep is a facility that succeeds in enlivening anyone’s critical and creative thinking. Not only does it aim to entertain visitors with aesthetic beauty to behold, but it propels them to think about the state of the oceanic environment; marvel at the diversity of creatures God has made; feel a variety of emotions pertaining to the preservation of the oceans; and partake of the engaging activities that summon their participation. It seems as if every move they make is a chance at a learning opportunity. Each meticulously designed exhibit is a masterpiece, whether it is simply for viewing or for more interactive purposes. Adults may consider The Deep as a museum and children may consider it a playground filled with enormous wonders. Either way, it is a place where learning is abundant. More structured learning is also fostered by the marine biologists’ research efforts. An impressive collection of research publications, meaningful and successful campaigns, awards from prestigious organizations and ongoing projects with a variety of agencies all over the world make The Deep an indispensable resource for the marine sciences. Definitely, The Deep is one special resource for informal learning. The mere action of standing in front of a spectacular exhibit and taking in all the breathtaking scenery coupled with the information either read or heard already constitutes learning to an engrossed visitor -how much more for interactive stations which entail active participation, hence more active learning? Catering to Multiple Intelligences In view of Howard Gardner’s much-celebrated Multiple Intelligence theory, The Deep seems to address all intelligences and caters to all learning styles. The highly interactive atmosphere attracts just about any kind of learner with his or her learning preference and touches on each conceivable special intelligence. The Deep is one answer to Gardner’s search for an ideal learning environment. He dreams, “Education in our time should provide the basis for enhanced understanding of our several worlds – the physical world, the biological world, the world of human beings, the world of human artifacts, and the world of the self.” (Gardner, 1999, p.158). In attempting to develop most, if not all of an individual’s intelligences, one is close to realizing Gardner’s vision. His “frames of mind” theory complements his multiple intelligence theory. In sum, he labels five frames of mind as disciplined (academic mastery of knowledge and skill); synthesizing (decides which ideas blend together in useful ways); creative (charting into new, unexplored territory); respectful (acceptance of diversity and adjustment to a variety of backgrounds) and ethical (stemming from one’s deeply held principles that serve the wider society)(Gardner, 1983). The Deep is one learning facility that approximates Gardner’s idyllic environment that develops these frames of mind. Experiential Learning Much has been said about experience being the best teacher, and The Deep ensures that this is applied in their aquarium. Experiential learning may be viewed in two contrasting senses. On one hand, it may be used to describe the kind of learning students undertake when they are given a chance to acquire and apply the knowledge, skills and feelings in a different setting from school which is relevant to their learning. Hence, experiential learning involves a “direct encounter with the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it.” (Borzak, 1981, p. 9 quoted in Brookfield, 1983). Usually, this is endorsed by a more formal institution like school. This gives the students more power in the acquisition of learning. Using prior knowledge, they are encouraged to invent their own solutions and try out their own ideas and hypotheses with the able support of their teachers. This way, they can indulge in concrete experiences that focus on their interests. The process of searching for information, analysing data and reaching conclusions is considered more important than learning facts. Another way experiential learning may be viewed is “education that occurs as a direct participation in the events of life” (Houle, 1980, p. 221). This time, it is not sponsored by some formal institution but by the individual himself. It is learning that is achieved by reflecting on everyday experience which is how most people do most of their learning (Smith, 2001). At The Deep, both contexts of experiential learning are achieved. In the first context, students may come to the aquarium to directly verify information learned in school. For example, the unit of study is on mammals that live in the sea, then they have first hand access to these creatures in the aquarium rather than settling for pictures or films available on the topic. More senses are involved as they see, hear, touch and even smell the creatures in person. In the second context, walk-in visitors without any knowledge on sea life may walk out of the aquarium more than adequately informed about it, and even stimulated in learning more because of their experience in The Deep. It is noteworthy that others have suggested that although experience is one route to relevant learning, it may also serve as a hindrance to learning. Dewey (1970), argues that not all experience is educational and some even create the opposite of learning and may distort growth, narrow the field of more experience or make people stagnant. Knowles et al (1998) observed: “On the one hand, experience can aid in learning if the new knowledge is presented so that it can be related to existing knowledge and mental models. “On the other hand, those same mental models can become giant barriers to new learning when the new learning challenges them” (p. 144), as in learners may resist new information that would either supplement a concept aversive to them or contradict a concept they have fully embraced. In any case, experience remains a valuable resource because pondering on the negative experience helps an individual evaluate and reflect on how he can turn it into a positive one. "Educators need to help students problematize and interrogate experience as much as to help students to access and validate it" (Usher et al., 1997, p. 118). Belzer (2004) summarizes how experienced is conceptualized: “Overall, experience is conceptualized primarily in three ways: as an accumulation of events, information, and knowledge that forms a reservoir from which the learner can draw (e.g., Knowles, 1980); as the accumulation of cognitive concepts that function in a variety of more and less useful ways to help build new knowledge (Fenwick, 2000); and as lived concrete situations that function as "pallets" on which knowledge develops through a cycle of reflection, evaluation and planning, and experimentation (Jarvis, 1987; Kolb, 1984; Wilson, 1993). In each of these conceptions, experience is "raw material"—the building blocks—on which learning can be built.” (p. 44) Kolb’s Learning Cycle Known for his learning cycle, David Kolb (together with Roger Fry) conceptualized his famous model out of four processes namely concrete experience, observation and reflection, the formation of abstract concepts and testing his learning in new situations. Ideally, the cycle begins with having a concrete experience and ending with the testing of new concepts learned, however, Kolb and Fry (1975) argue that the learning cycle may begin at any one of the four points since it should be approached as a continuous spiral. It is suggested, however, that the learning process begin with the individual experiencing a particular action and then he himself will see the effect of that action in a particular situation. Understanding such effect may lead the individual to anticipate what would follow from the action in the same situation and possibly generalize it to other situations. However, understanding the general principle does not imply the ability to express it in a symbolic medium or fluently expressing in words. It may be limited to the ability to see and make connections between actions and effects over a range of circumstances. One example would be taking a turtle out of water in order to touch it. It will have a different effect if another would take a fish out of water in the same duration as the turtle out of water. Experience would teach the individual that a turtle may survive longer out of water than a fish which could die in a few minutes out of water. In this case, taking a creature out of water in the touch pools of The Deep is the first process in Kolb’s learning cycle. The individual then observes and reflects on what happens to the turtle in this change of environment. Next, he may form an abstract concept that indeed, a turtle may live out of water for a limited duration of time. Finally, he gets curious, and would like to test if a fish out of water will have the same effect as the turtle. The learning that ensued in this short sequence is already informally construed. Family Learning Aside from being a predominantly learning environment, The Deep is also a venue for family learning and bonding. It is a usual destination of family weekend trips because of the features and conveniences it offers. Each family member will find something that will excite him or her and take a fond memory home not only of a fantastic learning experience but also of time well spent with family. The Deep offers a family programme that aims to encourage family members to learn together. They are learning as or within a family. The Deep offers opportunities for intergenerational learning and, wherever possible, lead both adults and children to pursue further learning (LSC, 2004). Learning within the family is usually more lasting and influential than any other. Family life provides a foundation and context for all learning (NIACE 1995 ). Parents are available to guide their children in their learning by planning the trip ahead of time and are with them during the trip to answer whatever question they have as they learn together during the tour. Parents themselves learn something new for their own enrichment. They may also derive fulfilment in witnessing how their children learn both from the exhibits and from them. A picnic area awaits them at the end of their journey where they can nourish themselves not only with food but with exciting stories to share with each other about their experiences at The Deep. Conclusion To conclude, The Deep is an ideal venue that supports informal learning to anyone willing to learn outside the four walls of the classroom. It welcomes lifelong learners to suckle knowledge from its bosom to sustain their need for constant cognitive stimulation and application of relevant things they learn in their practical life. After it has been visited by an individual, it is now up to that person to do what he needs to with that new learning and add another experience in the archives of his lifelong learning bank. “While knowledge remains important to individuals, ‘learning to learn’, to reorient and even to forget, when new circumstances demand it, are the challenges that a lifelong learner has to master” (Tuchling & Engemann, 2006). The learner may choose to accept this learning or reject it. If he accepts it, it is the individual’s responsibility to make this learning bear fruit in his life and not let it remain “stock knowledge”. Making use of this knowledge by sharing it to others or constructing something out of it is a better use of the time and effort invested in learning it. The Deep enables its visitors to use this knowledge not only for themselves, but more importantly for the environment, as it is everyone’s responsibility to care for it for the betterment of everyone living on this planet now…. and for generations yet to come. References Belzer, A. (2004) "It's Not Like Normal School": The Role Of Prior Learning Contexts In Adult Learning , Adult Education Quarterly, Vol. 55 No. I. November 2004 41-59 Bonk, C.J. & Cunningham, D.J. (1998) “Searching for Learner-Centered, Constructivist, and Sociocultural Components of Collaborative Educational Learning Tools” in Electronic Collaborators. Retrieved on April 15, 2008 from: www.publicationshare.com/docs/Bon02.pdf Brewer, J.A. (2001) Introduction to Early Childhood Education. Boston: Allyn and Bacon Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press. Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J. C. (1993). “Distributed expertise in the classroom.” In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press. Brown, J. S., Collins, A., & Duguid, P. (1989). “Situated cognition and the culture of learning”. Educational Researcher, 18(1), 32–41. CEDEFOP website, http://www.cedefop.eu.int Cobb, P. (1994). “Where is mind? Constructivist and sociocultural perspectives on mathematical development.” Educational Researcher, 23(7), 13–20. Cole, M. (2005) “The exam first, the lesson afterwards: an exploration and celebration of the nature of informal learning”, Work Based Learning in Primary Care 2005;3:325–38 Collins, A. (1990). “Cognitive apprenticeship and instructional technology”. In L. Idol & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for reform Hillsdale, NJ: Lawrence Erlbaum Associates. Cropley, A. J. (ed.) (1980) Towards a System of Lifelong Education. Some Practical Considerations (Oxford, Pergamon Press). Dewey, J. (1970). Experience and education. New York: Collier Books. Duffy, T. M., & Cunningham, D. J. (1996). “Constructivism: Implications for the design and delivery of instruction”. In D. H. Jonassen (Ed.), Handbook of research on educational communicationsand technology. New York: Scholastic. Erpenbeck, J. (2003) Modelle und Konzepte zur Erfassung non-formell und Informell erworbener beruflicher Kompetenzen in Deutschland, in: G. A. Straka, (ed.), Zertifizierung non-formell und informell erworbener beruflicher Kompetenzen (Münster, Waxmann). European Commission (2002) European Report on Quality Indicators of Lifelong Learning (Brussels). Fenwick, T. (2000). Expanding conceptions of experiential learning: A review of the rive contemporary perspectives on cognition. Adult Education Quarterly, 50(4), 243-272. Gardner, H.,(1983) Frames of Mind: the theory of multiple intelligences London: Heinemann Gardner, H.,(1999) The Disciplined Mind New York: Simon and Shuster Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey- Bass. Jarvis, P. (1987). Adult learning in the social context. London: Croom Helm. Knowles, M. S., Holton, E. F.. & Swanson, R. A. (1998). The adult learner. Wobum, MA: Betterworth-Heinemann. Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge Books. Kolb. D. A. and Fry, R. (1975) 'Toward an applied theory of experiential learning; Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. in C. Cooper (ed.) Theories of Group Process, London: John Wiley. Lengrand, P. (1972) Permanente Erziehung. Eine Einführung (München, UTB). LSC (2004) Family Literacy 2004/2005 Information and Guidance for LAs and Local LSCs, Coventry: Learning and Skills Council National Agency for Education (2000) Lifelong and Lifewide Learning (Stockholm, National Agency for Education). NIACE (1995) Riches beyond price: making the most of family learning, Leicester: NIACE Pea, R. D. (1993b). “Practices of distributed intelligence and designs for education”. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations. New York: Cambridge University Press. Piaget, J. & Inhelder, B. (1969) The Psychology of the Child. New York: Basic Books Smith, M. K. (2001) “David A. Kolb on experiential learning”, the encyclopedia of informal education, http://www.infed.org/b-explrn.htm. 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Appendix Observation Notes Date: March 4, 2008 Time: 10:00 AM – 1:00 PM Place: The Deep Aquarium, Hull, UK Research Method: First Hand experience; interviews with tour guide; observations of visitors and note-taking. My scheduled tour to The Deep was with 30 other people on the 4th of March, 2008. I brought my nephew, Bernard, 10 yrs.old, and niece, Anna, 5 yrs. old with me on purpose to see the trip’s effect on them. We began the tour at around 10:00 am and finished it at about 1:00 pm. I chose The Deep as my subject for this paper as I do believe it would be an ideal venue for informal learning. I have heard so much about it, garnering a number of awards here and there. It helps that I also love the sea, as I only get to see it once or twice a year. I have always been curious about how it would be to be in the company of the beauteous creatures of the ocean, and The Deep summons me to try it out there. With that in mind, I set off excitedly with my two young companions, armed with a pen and my trusty old notebook ready for an adventure. My expectations were met and even exceeded! I was overwhelmed with the magnanimity of the exhibits, as I stand in awe of creatures I have only seen in books or television plus those I have never seen before - Chocolate Surgeon Fish, blue spotted rays, long horned cow fish, saw fish and a lot of sharks! It was as if I was a little child let out in a candy store, greedy for more to see. I was enchanted with the story of the origins of the sea. It was weird because I was a spectator, but at the same time, I felt as if I was part of the story unraveling as the tour brought me to places in the sea I have never known existed. It was as if we were in a time capsule and we traveled billions of years, fast-forwarding to the future. I have never seen my Bernard and Anna’s eyes so big, and for a long duration of time. With their eyes, their mouths were wide open as well, amazed at the wonders we beheld. I was pleased with our tour guide who patiently answered the children’s incessant questions. At that time, it was as though all the people in the tour group were of the same child-like innocence, like John Locke’s blank slate eager to be filled with the wondrous information generously offered to us. I knew we were actively learning and not just passively accepting information. We were made to climb ladders, peep through holes, watch some films, and even played with some materials. Anna particularly enjoyed creating her own sea monster while Bernard naughtily enjoyed touching turtles and messing with slime! Along the way, we learned that this was an essential material in the survival of sea creatures. We particularly enjoyed the Kingdom of Ice where it was suddenly nippy and marveled at how sea creatures could survive in such icy temperature. Anna’s favourite was Hullaballoo… something close to an indoor playground that simulated the ocean. There she played with sand and discovered how it felt to live in a water vole among many other amazing discoveries. I particularly liked the visit to Deep Blue One, where we viewed some films that seemed like science fiction, only, it was a likely possibility that may happen in the ocean’s future if we are not careful about the dangers that threaten its destruction. My favourite was walking in Europe’s deepest viewing tunnel. It was as if I was lost at sea with strange creatures keeping me company everywhere. Bernard’s favourite was riding the world’s only underwater lift. There, we were surrounded with wondrous colours of fish and other sea creatures as we emerged from the darkest pits of the ocean. It felt as if we were resurrected from the dead! The whole, tiring three hours was worth all the energy and money we spent, as we went home with more than we invested for. My head buzzed with all the information I managed to cramp in the three hours, and knew in my heart a passion for the sea was implanted in me. I observed a change in the children in how they used new words they have learned, and a new attitude towards the environment. I guess The Deep was effective in its advocacy in touching their visitors to care more for the ocean and all its inhabitants. I realized the magnitude of informal learning a stimulating environment like The Deep could provide its visitors. Experiencing things first hand (even if some are only simulated) is truly the best teacher. I was privileged to have experienced The Deep with my eyes open to it being a lifelong learning tool. Indeed, it is one resource I shall recommend to my family, friends, and just about anyone who cares for this world we live in. Read More