The Emotional Learner

We learn many things in our lifetime, from learning to walk and talk, read and write, ride a bike and drive a car. The list seems endless, because it probably is. 

Learning takes on different forms. Learning to walk, for example, differs a lot from learning algebra, or how to evaluate a Sylvia Plath poem.

Often, however, we make one big assumption about what learning is and how it happens. This is because our prior experiences of education are often founded upon it.

So what is this assumption?

The assumption I’m talking about is the one that says learning is just remembering stuff. We usually refer to this as memorisation or rote learning.

Rote learning is useful. We might memorise a poem or mathematical formula. We might memorise the names of the kings and queens of England or US presidents. Contestants at the World Memory Championships (yes, it’s an actual thing) have to memorise multiple decks of playing cards. Nice party trick for sure, but is this learning?

What is learning?

Learning can be described as gaining new understanding, knowledge, behaviours, skills, values, attitudes, and preferences. Learning can be informal or formal, intentional or unintentional. We might rely on a teacher to facilitate the learning, or learning might be self-directed. 

We can get facts through rote learning, but this doesn’t mean we’re knowledgeable. Learning is a dynamic process involving the processing of new information and insertion of this new information into previously gained knowledge. 

It’s not enough to remember, we also have to understand and apply this information. We need to turn information into knowledge.

Memorisation often isolates facts and concepts, presenting them as disconnected fragments. True learning emphasises the importance of contextual understanding, placing information within a broader framework of meaning. 

This contextualisation allows individuals to grasp the significance of concepts, appreciate their interconnectedness, and recognise their relevance to real-world applications.

Memorisation: The good and the bad

Memorisation is a form of shallow learning. It’s superficial, so it doesn’t contribute to a deeper understanding. Understanding British history goes beyond memorising kings and queens, for example. 

Our understanding of historical events goes beyond knowing their dates.

To deepen our learning, we need the why. Why did the Normans invade England in 1066? We need information on what and who. What was the Declaration of Independence? From whom were the people of America claiming independence? Why?

These who, what, when, and why questions are part of a learning technique called elaborative interrogation. 

Often, being able to recall these facts leads to the illusion of understanding. Just because I know the Magna Carta was signed in 1215, doesn’t mean I know what the Magna Carta is, or its impact on the role of the English monarchy (or how it still impacts wider UK constitutional law today). 

Memorisation is not ideal for long-term learning, but it has its uses. For example, memorising basic facts and formulas can provide a foundation for further learning. 

While memorisation is important, it shouldn’t be the main focus of learning. True learning requires a deeper engagement with information, fostering a comprehensive understanding that extends beyond rote recall. 

By embracing active learning strategies and emphasising contextual comprehension, educators can empower students to develop the skills and knowledge necessary for success in an ever-changing world.