Different Visionary Theorists - Essay Example

?Seeing and Knowing Introduction Seeing is verb that refers to the ability to perceive or detect using the eyes. Sight is one of the most important human senses that contribute to an effectively coordinated human system. Vision plays an integral part in the learning process. People present different visionary abilities implying that while others can see properly some cannon with many others possessing no visionary abilities (Grice 15). The essence of the argument is that those with better visionary abilities perform better than those with limited abilities to see can. The blind are generally disabled implying that the lack of sight presents a great disability in them thereby impairing some of the essential human activities. Additionally, there is a working relationship between the human vision and their abilities to learn. The relativity of vision in humans therefore infers that different people with different visionary abilities possess different levels of learning abilities. Most of the learning material requires the use of sight for effective interpretation of the knowledge they convey. Such materials as books and other online sources rely on the use of vision to read and map out the information from them. However, owing to the relativity of human vision, different people possess varying abilities of interpreting the information is some of these materials (Dillard 12). Those with perfect eyesight see every aspect of the conveyed materials thereby having deeper understanding of the information. Others with poor eyesight mostly because of defections fail to observe some aspects of the learning aids thereby missing some of the most important aspects of the information that the materials convey. The blind are the most disadvantaged since they have no visionary abilities. They therefore develop sharper touch sense, which still is no competition to the sense of sight. They therefore take longer to learn and cannot learn as effectively as those with eyesight learn (Ehrlich 31). Seeing is therefore an important aspect of earning that every teacher ensures in his or her pupils and student. Most of the learning aids especially in junior schools such as kindergarten and lower primary rely on the use of vision to impart knowledge in the students. Most of these compel the students to make visual observations and refer to the items thereby learning their names. This is the most basic mode of learning; it requires effective eyesight and an efficient coordination between the eyesight and the brain. The two most work concurrently since the eyes capture the visionary aids and send the signals to the brain for interpretation. This way, the brain masters the names and the concepts explaining the visions thereby accumulating information. Teachers, especially at such early stages of human development, try to understand their pupils always monitoring their ability to see and referring to faster medical assistance so that to aid the students who possess visionary impairments. Different visionary theorists research and try to explain the manner of learning in children by using vision. This follows the understanding that vision is an important aspect of the learning process. One such theory is the looking and looking again logic. The theory asserts that for younger children to understand some of the concepts they not only in school, they should often look and look again to ensure that they imprint some of the most memorable aspects of the object in their brains. Looking for the first time makes the learner overview the object thereby killing the shock of first sight. The effects of such shocks prevent learners from noticing specific and memorable aspects of the object. However, by looking again they get to observe with recognition at their objects thereby noticing some of the most fundamental aspects of the object most of which the brain imprint thereby providing a more permanent reflection of the objects. The looking and looking again logic of seeing and knowing does not only apply to small children. Everyone employs this important learning method not only in the learning institutions but also in the other more realistic aspects of life. The brain imprints information based the ability of one to visualize and comprehend them. It is therefore important that the learner give the brain a head start from where it begins the remembrance process. Knowledge is the fact of knowing about something. Additionally it is the general understanding that one possess of a concept or subject, place or situation among others. The definition of knowledge reveals the importance of vision in gathering information. By observing and effectively seeing, one imprints the most important aspects of the situation or place thereby possessing a vivid remembrance too the two which relates to information. Looking and looking again aids the process of idea formation. By repeatedly looking at something, one begins making observations most of which are creations of the brain. As the brain makes such observations, it relies on the eye to imprint the variations of the object thereby marking conspicuous patterns of the objects. The brain then makes such its reference points with which it later aids remembrance. The ability of the brain to provide a realistic remembrance of an object or situation contributes to knowledge of the objects. Knowledge creation is a process that as explained by the look and look again logic begins from the five human senses the most important of which is the sense of sight. This does not imply that the other four are least important. Nonetheless in the learning process, vision and hearing form the most important senses that one must possess for an effective learning process. The coordination between the eyes and the brain facilitates the learning process thereby explaining the relativity of the learning abilities. While a class may have pupils with effective eyesight, they will still possess relative knowledge a feature that implies the relativity of the learning process. Knowing is a psychological process, one that is affected by any factor that destabilizes the psychological state of the learner. Students must therefore concentrate on the class and portray a keener personality on the more theoretical courses. The theoretical courses do not provide any form of visual aid to the learning process. Such therefore compel the learner to try to visualize the practicality of such information a feature that varies from a student to another. Additionally, such courses require extreme concentration a feature that most students lack as their brains take such calm periods to traverse other visional possibilities thereby failing to conceptualize the present learning processes (Hubbard 22). On the contrary, most students perform better on the more practical courses. Such courses engage the students effectively thereby occupying every aspect of their brain. This way, the students concentrate on such courses. Additionally, the lack of conceptualization demand since the practical courses provide the visual aids make the students record the most memorable features of the studies and imprint them in their brains thereby creating a more permanent knowledge base. Furthermore, the ability of the eye to capture such vivid aspects of the courses as color variations as in chemistry classes make such courses more memorable thereby later aiding the brain remember resulting in more knowledgeable students. In retrospect, learning is a process that requires the contribution of all of the five human senses. However, more importantly is that learning and knowledge accumulation refers to the ability of the brain to remember previous information. Every student attends classes and possibly presents equal enthusiasm to the different courses in the class. Exams come later in the course period to test the ability of the students to remember and conceptualize the ideas previously taught thereby possibly referring to knowledge. For the brain to remember appropriately, it requires stimulus most of which occur in the form of visual aids used in the class during teaching that the brain can remember day after the teaching. It is an important aspect of learning that stresses the importance of vision in the learning process. Vision aids to the brain in the remembering process by providing the conspicuous features of the objects, which it later remembers thereby implying the capacity of information and knowledge in the students. Personal Experience Being the only child to my parent’s, I received their attention with my father always there for me. He wanted me to learn as much as I could. He therefore took to teaching me some of the most basic features of life. Besides taking to some of the best schools in the country, he could personally teach me some of the aspects of life most of which were not academic. Additionally, he would always help me with my homework, I liked his teachings since he would always make me understand the concepts he taught. My father was practical and ensured that I had a practical aspects of the lessons thereby improving my ability to remember the concepts he taught either about life or the academic work. We would always travel a lot with him always taking me to the zoo among other exciting places during his free time. While the places were fun, my father would always explain to me the different elements in the zoo and other places we went to and thereby make me remember an aspect of the visit. He would later ask me to narrate to my mother the activities of my day only to evaluate my ability to remember. In my explanations, I would always picture him explain the things to me earlier in the day among other interesting of the trips and retell such to my mother. Progressively my father watched me develop a more analytical personality. My father would take me to school and later pick me at the end of the school days. Through the journey to and from school each morning and evening, my father would take either of the two roads leading to the school and explain to me the different features of the road. This way, we developed landmarks, which we always passed by and even developed some specific jokes about them. One evening my father did not come to pick me from school. I though he was running late, so I waited for some time. Since it was quite late, I decided to take one of the roads home. Remembering the road marks, I followed the road successfully to get home only ending up having found him smiling and congratulating me for passing yet another of his tests. I definitely made him proud of me. Works Cited Dillard, Annie. Pilgrim at Tinker Creek. Norwich: Canterbury Press, 2011. Print. Dillard, Annie. Seeing. Norwich: Canterbury Press, 2011. Print. Ehrlich, Gretel. Spring. New York: Delta Trade Paperbacks, 2001. Print. Grice, Gordon. The Black Widow. New York, N.Y: Delta Trade Paperbacks, 1999. Web. 4 May 2013. Hubbard, Samuel S. Look at your fish. Oxford: Oxford University Press, 2000. Print. Read More