Replying to LO29301 --
Dear Organlearners,
Glebe Stcherbina <gstc3416@mail.usyd.edu.au> writes:
>Thank you for your response to At's list of different types
>of learning. I was not shocked by At's list as it is indicative
>of what learning is all about. Once we identify a new
>approach to learning, we label it and segment as we would
>with different categories of consumer markets.
Greetings dear Glebe,
I personally think that learning cannot be fragmented into segments and
then become marketed piecewise. Its like donating one's organs before one
is dead -- one will surely die when the the first organ gets removed. To
prevent this an external support system is needed. The more the organs
taken out, the more the support systems needed.
The wholeness of learning needs to match the wholeness of the subject
which has to be learned. The more learning becomes fragmented, the more
difficult it becomes to know that subject.
With care and best wishes
--At de Lange <amdelange@postino.up.ac.za> Snailmail: A M de Lange Gold Fields Computer Centre Faculty of Science - University of Pretoria Pretoria 0001 - Rep of South Africa
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