Learning ....... but why?

Why do we learn? Do we learn because we simply wish to learn? Is learning a means of satiating our constant thirst for knowledge? Or do we learn about something because we wish to use that something in our endeavours? We have strong feelings about some topics - we like discussing objective problems about those topics and thus add to our knowledge. But, at the same time, can it be that somewhere in our unconscious, we have the notion that this knowledge gathered is going to be of use to us, somewhere in the realm of the future? At times, this notion might come out into the open, but in most cases it is unconscious. As a result we cannot answer the question as to why we like a particular subject and wish to learn it.

Take the example of a baby learning to speak. In this case the baby urgently feels the need to efficiently communicate his/her thoughts and feelings to the people around. Perhaps it is an inherent human intution (if you care to believe in the idea of "Wisdom of the species" being gathered over the period of human existence) that a means of communication must be set up with fellow human beings if we are to survive. Hence, it is throught the desire to survive and let the world know of his/her needs that the baby strives against all odds, and indeed, against all odds does he/she finally manage to grasp the alien syllables and intonations that form our daily speech. Experts claim that this is the period when the human brain is the most receptive to learning, and hence babies are able to talk easily by the age of 1.5 yrs. It is also during this time that they learn many new things about the world, like the need to eat when you are hungry, important toilet habits, bathing, etc. The response to the query as to how a baby can learn so much in such a short time is always the same - babies have more receptive brains. But how about this - Babies have a very strong driving need to learn, because they wish to imitate the society around them and fit into it.

Let us explore the avenue connecting learning and need a bit further. Coming to kindergarten kids, the ones who have to learn the written scripts. It is true that they are driven forward by the adults to learn the scripts - they would not truly understand the full reason behind learning to read and write. But they do observe their elders reading and writing, and understand that this too could be a form of communication that they could very well use. In the worst cases, the kids might learn their alphabets simply to stop their parents from prodding them any further :p. Again do we see the unseen forces of the need that lead to learning - even the need to stop the constant prodding eventually leads to some form of learning.

Coming to middle school and high school, the majority of students learn because they have the need for good marks. They need to get good grades, and since the only way to attain this is to study and learn their subjects, that is what they do. In these situations, there are those who discover that they have an aptitude for certain subjects - the ability to do better than most. What drives these students is the desire to be better than the best - to always stay ahead of everyone in your field constantly. The driving force of the "Parent's wish" may still serve as an adequate driving force here, for learning the school subjects. In any case, the system is brutally effective, ensuring that almost all students make it through their high school.

It is the period before the undergraduate years (going by the Indian system) that the real cracks begin to appear in the education system. According to the commonly accepted reasons, it may be the result of lack of parental pressure. Or a general rebellious feeling that flows through the youth of that age. People regard the youth as being too confident about themselves, while they do not know what is good for them. Of course some students keep going on because they believe in something - they feel that their studying is going to get them admission into a good institute for their undergraduate studies. And it is at this point that the fatal cracks appear in the system. Students known to have performed brilliantly all their academic lives find themselves failing in subjects. People known to be "good at academics" find themselves at the "bottom of the heap". A general feeling of discontent spreads among the people - they find that they are no longer satisfied with the learning process. At the same time, they start noticing other avenues - avenues that seem more promising, as a result of which their academic career takes a further beating. The eventual result is similar to an engineering institute producing finance graduates and consultants - which, ironically, is not far from the truth.

So how do we explain this sudden turn of events using our "need theory"? Why do these people, once stalwarts in the academic world, suddenly fall foul of it? The answer, as before, is the same. The learning habits of the students are driven by the need to learn, by the various driving forces that affect this need. The difference lies in the fact that the people are no longer striving simply for grades or for recognition - they have had enough of that in their lives. All they now desire is satisfaction in whatever lives they pursue. Some of them feel that this satisfaction can be achieved through money. Hence all their efforts are focussed towards getting a prime job. But money is only a superficial reason for this transition.

Through all the academic years it is simply assumed that the students will compete against each other and hence will mutually benefit in the process. Their learning process will be automatically accelerated, and all of them will perform at their best. But the concerned people do not understand that the priorities of the students have changed drastically. They are no longer interested in petty academic rivalries (though some still take pleasure in such pursuits). All they want now is to be satisfied about the job they have taken up. This can be possible only if they know that they have done a good job. And it will be possible for them to do a good job only if they understand their job thoroughly. Which seldom happens.

It has always been the case that the education we get through our system is in bits and pieces. We do not notice this in our school years since our driving reasons for learning totally surpass any inhibitions that might come in the way. But right from the beginning our learning is in fragments. We start learning our written scripts when we have no idea about its uses. We learn math at an age when we have no idea what we are going to be doing with it. At those times, we go along with the crowd, for we do not think for ourselves what the benefits of these learnings are going to be. This fragmentation is inevitable, since we cannot expect 3 yr old kids to grasp the full implications of learning a written script, or learning how to add two numbers, and yet the age of 3 years is perfect to start learning these things for only in that way will the kids be able to efficiently finish their learning by the time they are adults and ready to enter civilization.
The amount of knowledge a person has to know is simply too vast to be covered at the time when he/she can grasp its implications. Hence it is logical to begin by teaching the basic and simplest things first, and then go on increasing in complexity. In the beginning the students have no problems learning what they are being taught. However they start asking questions as to why they are learning what they are learning, and what are going to be its benefits. And they are no longer satisfied by the standard reply - "You are not mature enough to understand the importance of this knowledge yet, but you will understand it later". Unfortunately, its too late by the time this 'later' really does arrive. The people see no reason in learning what they are being taught, and so they do not learn. This leads to their loss of interest, and hence, the consequent effects, which are well known.

Thus, I conclude that the education system needs to be reformed. There are those people who have their interests clearly defined, and who have an idea what the ends to their learning are going to be. But the majority have to realise the benefits of their learning, through its constant application. They need to be shown how they will be using the knowledge they are now pursuing, through real-life examples, or simulations, or any suitable techniques. People have now opened their eyes and now routinely question the superstitions and beliefs that have been hitherto practiced. Now they also question their learnings and its true uses. They no longer oblige to undergo learning so blindly as they always have. They must be provided the answers.

Two quotes that seem ideal here :-

"The best way to learn a job is on the job".

"Understanding is a delaying tactic. Do you want to understand swimming or do you want to swim?"