Replying to LO29341 --
Dear Organlearners,
Alan Cotterell <acotrel@cnl.com.au> writes:
>While I was undertaking studies towards a Graduate
>Diploma in Occupational Hygiene, I encountered a
>very difficult subject - radiation. In fact I failed the
>unit at my first attempt. It wasn't until I rewrote the
>course notes and handouts into a sensible story, that
>I was able to get a real grasp of the concepts. I doubt
>that the same learning effect would be derived by
>anyone simply reading my version.
Greetings dear Alan,
Thank you for telling.
This reminds me of myself. When as a first year student (the modules
durated in those days a full academic year) i discovered half way that I
was failing some of the five subjects i was taking, i went to a third year
student who was performing exceptional and asked him for advice. He told
me to do exactly what you told us. That became my habit for the next four
an a half years at university.
>The act of reasoning and making sense of the glut of
>material seems important. The act of writing seems
>to fix the ideas in memory.
I think that it goes even deeper. The act of CREATING all the concepts
into an organised whole which makes sense to what one already knows, makes
"knowledge which dwells within" out of such "information which exists
outside".
TO LEARN IS TO CREATE
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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