I only argue that a definition of learning that is limited only to school and utilitarian ends is counter to fostering a genuine love for learning, all forms of learning, beyond school, and that it neglects the development needs of a fully-actualizing individual human being. It also makes it extraordinarily difficult for the learner to live in the present, to appreciate life, learning, as it unfolds in each moment.
A love for learning is much different than a love for school.
My greatest concern during my tenure as a high school English teacher was kids’ lack of understanding of and appreciation for learning. I don’t mean that they did not appreciate or love my lessons (some did, some did not). I mean, they thought they didn’t love learning because they didn’t love school. And I heard too many kids say, I am never going to school again once I am outta here! Most kids, likely subconsciously or unconsciously, associate learning with schooling and think they are the same thing. If that is true, then, “I am never going to learn again” is a scary prospect. Yikes!
Students have been conditioned with an overly-utilitarian attitude toward “learning” (that takes place in school) which by nature of its very definition does not encourage them to learn for the sake of learning, for its sheer joy and love, and see how learning would automatically water their seeds for personal growth even without their conscious effort.
My students’ perception of learning was that it was the same exact thing as schooling: a set of requirements done in a particular manner toward a particular end. For some, the end was college entrance and preparedness for more academic forms of learning. This narrative of competition for college acceptance (as if it was the guaranteed key to a happy life) was implanted in their minds from a young age by their parents and reinforced by school. “Learning” thereby became a job, a duty, an obligation, something weighing upon kids and causing tremendous amounts of stress for many. For many others, “getting good grades” shaped their identity– their job defined them! (I will not describe the nature or degree of the stress here or the conflict and suffering involved with developing identity among teens, though these problems are the result of over-valuing of schooling rather than learning.)For others, “learning” was about gaining the diploma to enable them to qualify for the world of employment. Again, a hoop to jump through to get to “the next thing,” and a requirement imposed by an external force, the state (that basically needs daycare until kids can become productive workers and contribute to the economy. A holding place.)
Notice that for both types of students described above, neither were living in the present moment in terms of their learning, but rather living for their future selves– people they could not possibly know but only make guesses about. There’s nothing wrong with setting goals for the future, for additional academic training or work in the world, or duty, or managing responsibility, or being asked to meet expectations for performance or preparedness to live in a reality that is economic. I only argue that a definition of learning that is limited only to school and utilitarian ends is counter to fostering a genuine love for learning, all forms of learning, beyond school, and that it neglects the development needs of a fully-actualizing individual human being. It also makes it extraordinarily difficult for the learner to live in the present, to appreciate life, learning, as it unfolds in each moment. Perhaps this is also why some students don’t seem as alive as they might be.
I worry that young people will leave high school believing that schooling is the same thing as learning and that that narrow understanding will prohibit them from realizing their own possibilities on the many landscapes for learning. I worry that they will miss out on knowing what a love for learning as a lifestyle would do for their growth and their potential as human beings, not just human achievers, accomplishers, competitors, or doers.
Learning isn’t the same thing as schooling; it’s much more than acquiring useful information and skills laid out in a curriculum that couldn’t possibly cover everything that is “essential” to know for life. School is bounded learning whereas the landscapes for learning are limitless, and that is exciting– just like love is exciting. Similarly, as they say about finding love, “There’s someone for everyone,” there’s also learning for everyone, beyond school, across the landscapes, no matter what level of academic or formal schooling anyone has attempted or completed. And whereas you can fail at school, you can never fail at learning. I want kids to know this.
Schooling is definitely a very important part of the equation of self-realization, but it isn’t the whole story, and I know most people know this. But the confines of school prohibits us in many ways from enacting what we know to be true and right. I do hope to invite people, especially parents, educators, and students to join me in putting school in its proper perspective, not just intellectually, but by taking action— focusing attention, resources, and effort on learning beyond schooling. Literally, schooling needs to be minimized and frankly, valued less or at least properly understood for what it provides for overall learning. Schooling ought to be nested under the umbrella of authentic learning which is much more broad and wide, full of possibility, love, and potential for individual people. Ironic–yes, but less would definitely be more in terms of a complete education.