"Learning is a lifelong process that generates capacity irrespective of our limitations"
At Learningspace we like to think of learning as a way of life. The ability to make learning a central part of our thoughts and activities requires an appreciation of the vagaries of meeting the demands and challenges of life through other means. Adaptivity springs from learning and not from say possessions or other accomplishments. Learning is most immediate when it is experiential, and not necessarily pedagogic. This makes learning even in adulthood relevant and important. Experiential learning, especially during adulthood is a process that we believe rests on 4 skills or abilities. These are, a framework disposition, process orientation, attention and discriminative processing.
Framework Disposition
Polarity disposition is the disposition to base intention and behavior on supposedly definite characterization of one or more elements of experience. Being polarity disposed means conferring irrevocability on what is mostly circumstantially derived and often momentary. A framework disposition on the other hand recognizes that potential rather than fixed delimitation is foundational for optimal development and movement. With a framework disposition, the arising of potential is seen both as the basis as well as the endpoint of the process of development. Any form of cultivation is aimed at generating further ground for framework building and fixedness is seen to channel into crystallization and not progression.
Any fixedness or polarization presents the opportunity for only temporary recourse, and it is the prospect of continual possibility and dynamic unfolding that is the basis for action with a framework disposition. With a polarity disposition, movement ceases upon qualification whereas with a framework disposition, the emphasis is on the structuring of a state of movement. The framework thus forever expands, is adaptive and allows for a greater range of possibilities, much like the fluidity of water allows the incorporation of substances like salt or dye whereas the hardness of ice does not.
Process Orientation
While a certain degree of focus on outcomes is desirable and likely necessary, it is suggested that exclusive outcome orientation leads more to confinement rather than maneuverability. Being singularly outcome-oriented limits the space which allows adaptivity and openness to emerge because the preoccupation with obtaining a specific outcome directs all effort and action. Process orientation attenuates the primacy of reward and drives engagement that is free of dependence on any set of conditions. This leeway provides room for the discovery of avenues for enrichment that might be ignored when driven solely by the need for attaining a goal. In fact, being process oriented allows the identification of goals that are worthwhile.
The right mix of outcome and process orientation eases urgency and bestows the capability to compensate for perturbation. Fruition when derived from the process rather than the outcome enhances unconditional regard not only for all varieties of experience but also of the self and others.
Attention
Attention is simply described as steady regard. The ability to focus attention on any specific object of experience is likely not as global a faculty as garnering the means to sustain regard on what might be occurring in experience, either in a singular or multiple directions. We have previously introduced the notion of systemic attention which is described as attention on the entire spectrum of awareness, irrespective of sources or effector mechanisms. This, is in contrast to fractionated attention which could be seen as the tendency to attend to and ascribe significance to any one facet of experience such that over time, this circumscription leads to limitations in the perceptual, affective, conative and perhaps even cognitive repertoire that we might access.
Discriminative Processing
Discriminative processing is described as processing that establishes value emphasis in the face of competing stimuli. Value emphases are like directions on a compass that set the direction for thoughts and behavior given the varying contexts and content of arising experience whether pleasurable or aversive. This form of processing confers the tone for the predisposition to learn in the service of moving towards one's value emphasis.
"The four skills or faculties mentioned above could be seen as being conducive to cementing the desire to learn from experience irrespective of the circumstantial, environmental of psychophysical conditions that an individual inhabits. At Learningspace, we seek to promote learning in adulthood based on theoretically sound principles in individuals as also drive learning engagement within the community. We help train individuals and groups in making learning the basis for all activity in day to day life."