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Posted: 2005-04-30 / Author: Pat Grove Setting The Mood For LearningOne of the challenges that continually face us in a world of accelerating change is the issue of learning. More and more, we are required to be flexible and adaptable learners in order to accommodate to rapidly changing circumstances.Our traditional approach to learning emphasises conceptual learning, which is about acquiring new ideas, information, facts and skills. This is important, but what about different and more productive ways of relating, communicating and conversing? Much of our life is about relationships and the ability to relate, but to what extent do we commit ourselves to this as a key area of learning? Organisations as well as formal education has devolved into outcomes based education and learning. The concept operating in organisations is that everything needs to be measured and have a quantifiable result. So how do we measure loyalty – 8kg? or love – 16 km’s or gratitude – 12 miles. These important human elements are just as important in an organisation as the concepts of communication. Yet these extremely important domains of learning are left to chance. One aspect of learning we have not been encouraged to engage in is learning how to observe ourselves as a learner. Possibly one of the most powerful ways to expand learning is to learn more about ourselves as a learner, for instance – what is it, where does it take place, how can we interact with it, how can we change it. Taking this approach requires us to look at our ways of being in life. The way I go about learning and not learning will always be an expression of my habitual ways of being. But what if I have difficulty learning something, or if I shy away or do not even consider some aspect of learning? Typically we have two explanations - on the one hand we say "it" is stupid or boring or too hard, on the other hand we may say that we are too stupid or too dumb and can't "get it"; we think it is something about our intelligence. Perhaps there is another explanation. Maybe the difficulty isn't with "it" or about my ability to learn. Perhaps, I don't have a learning difficulty, but rather an emotional difficulty with some aspect of learning. The emotional difficulty doesn't mean that there is anything wrong with me just that might be some emotional learning for me to engage in. Why are emotions important for our learning? Because the centre of our brain, generally called the limbic system, is our emotional centre. For every waking moment of our life we are in some emotional state or other. Our emotions are always part of our thinking processes. How we are able to learn something is heavily influenced by our emotions. Previously we stated that emotions are a predisposition for action. Depending upon the emotional state we are in, we are predisposed towards some behaviours/actions and not others. Learning is about being and hence taking action to do things differently. Whether we can take the required action will depend on the way we are being and the emotional state we are in. Let's take a look at what emotions and moods are, and are not, conducive to being and learning. Typically those which inhibit learning are fear (perhaps of being judged by others (our investment into looking good) or of having to get it right), persistent confusion, moods of resentment, resignation and anxiety, continual self-doubt and lack of confidence, excessive seriousness and solemnest, boredom and frivolousness. Emotions more likely to facilitate learning are: feeling comfortable, humour and a sense of fun and enjoyment, balanced with the feeling of a challenge and persistence, moods of acceptance, ambition and enthusiasm, mystery, suspense and last but indispensable - curiosity. As individuals we take some responsibility for our own mood around learning, but equally, and perhaps more importantly, those who influence our learning, either directly or indirectly, have a huge responsibility to create an atmosphere in which we can begin to experience emotions more supportive to learning. Moods and emotions pervade the learning process - they are ever-present. Observing their role, being aware of them, can place us in a position not only to enhance our own learning, but also that of others. Finally an invitation is extended to you to consider the following questions. What areas of learning have you avoided? What moods and emotions do you have about this learning? What emotions need to be in place for you to engage in this learning? What can you do to bring these about (including asking others for assistance)? ----------------------------------------------------------- Pat Grove is a leadership Coach and founder of the Pat Grove Coaching Academy. http://www.patgrove.com  The gist of this article I thank A.Sieler and advise I take responsibility for my additions and alterations. Top of page | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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