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Knowing, Loving and Willing: Basic Capacities
for
Developing Human Potential
Abstract
Knowing, loving and willing are identified
as the basic capacities for developing human potential. These three
faculties are briefly defined and several dynamic models to describe their
inter-relationship and role in developing potential presented. These
capacities and models are further explored in relation to the fourteen
learner-centered psychological principles proposed by the APA.
How can we
expand or help bring into being the
inherent ability or capacity of individuals and groups? Our efforts to
bring these potentialities gradually to a fuller, more perfect condition
can lead to a state of greater well-being, individually and collectively.
Human development in this sense is a science, an art and a moral act. The
science, art and ethics of development will need to consider and balance
how differing innate and inherited potentialities are actualized through
interaction with the environment. The science of human development will
need to consider how our material and non-material or spiritual natures
interact in developing potential. The art of developing potential will
need to consider the aesthetics of development. The moral purposes of
existence such as to know, love and create; acquire virtues; and carry
forward an ever-advancing civilization will need to be considered.
The principles and ideals of developing
human potential have been explored in the major philosophies and religions
for centuries and are beginning to be studied by science during the last
century. Science provides a way to better determine the validity and
reliability of the perceptions of reality and of cause and effect
presented by religion and philosophy. Together they can help us learn to
facilitate the development of our natural capacities in a positive and
optimal way.
Knowing, Loving and Willing (KLW)
Human nature, development and
potentialities have been conceptualized variously in philosophy, religion,
psychology, education and other fields of knowledge. My study of these
fields has resulted in identifying three basic capacities for developing
human potential: knowing, loving and willing (KLW) which relate to the
cognitive, affective and conative domains or faculties in psychology and
education. I have very briefly presented a comparison of some
conceptualizations of these three fundamental capacities for developing
human potential in Figure 1.
Place Figure 1 about here
Support for these three potentialities can be
found in Eastern and Western religions and philosophies, as well as in
current psychological literature. These three constructs and the
distinction among them are well-founded in the field of psychology. All
intentional human behavior, especially learning, involves these three
aspects. Each of the KLW capacities progresses through predictable and
identifiable stages of development. These stages and their characteristics
have been discussed at length in the psychological literature on the
cognitive (knowing), affective (loving) and conative (willing) domains.
Knowing relates to cognition, “an
intellectual process by which knowledge is gained from perception or
ideas" (Webster's Dictionary), and the taxonomy of the cognitive domain
developed by Bloom, Englehart, Furst, Hill and Krathwohl (1956). The area
of cognition is one of the most studied in psychology and education.
Knowing requires a disposition towards independent investigation of truth;
an understanding reality as it really is, rather than as how we imagine it
to be. Those who better understand reality are able to live more fully,
happily, effectively, honestly and successfully.
Loving relates to affect, “a feeling or
emotion as distinguished from cognition, thought, or action;” and emotion,
“an intense feeling; a complex and usually strong subjective response, as
love or fear” (Webster's Dictionary). Krathwohl, Bloom, & Masia, (1956)
have developed a related taxonomy of the affective domain. Love can be
defined as an active force of attraction, and, as such, can be considered
the most elemental force in the universe. It is considered a vital and
basic aspect in all of the world’s religions. Love gives us energy and
directs our actions. On the highest level, love is the attraction to good,
beauty and truth. Though emotions and affect are researched in their role
for development, loving as a capacity is less accepted and explored in
scientific literature. Below are some preliminary conceptualizations of
the different stages of the development of the loving capacity.
Self love, competitive love, cooperative
love and unconditional love can be viewed as progressive and hierarchical
stages of love (Danesh, 1997). Love can also be conceptualized as
hierarchical from self to family to community to nation to world, or from
a selfish love to a universal love. Love as attraction can be expressed at
each developmental stage according to the levels of reality: mineral,
vegetable, animal, human and divine. At the mineral level it is the
attraction of elements and atoms. At the vegetable level the power of
growth or augmentation is added to the mineral attraction of cells. At the
animal level is added the senses, emotions and feelings. At the human
level is added the attraction of consciousness and KLW capacities and at
the divine level is the spiritual attractions.
Willing relates to volition, “the power or
faculty of choosing,” and conation, “the aspect of mental processes or
behavior directed toward action or change and including impulse, desire,
volition, and striving (The American Heritage Dictionary of the English
Language, Fourth Edition). A taxonomy for the conational domain exists in
five stages: perception, focus, engagement, involvement, and transcendence
(Atman, 1987). The research on and understanding of the conative capacity
is much less than that for the cognitive and affective. Bandura (1997),
Snow (1987) and Kolbe (1990) have done significant work on conation.
The practical expression of KLW in overt
behavior depend the physical capacities to do so. Each capacity influences
the others. Though they are distinct, it is hard to think of one without
the others. These capacities can be scientifically measured based on
behavior and actions. The taxonomy of the psychomotor domain (Simpson,
1972) is related to the translation of KLW into action.
Twirly-Whirly Model
I have developed a model to explain how
these basic capacities interact to develop human potential. This model is
called the Twirly-Whirly (TW) model and can be visually presented most
simply through analogy by having the three capacities represented as three
spokes of a wheel or three blades of a propeller. There are several
representations of the TW. Below we will explore how these three
capacities interact to develop potential via various mechanical,
mathematical and other models.
Spinning Models
I will start with the simplest and move to
the more complex: squirrelly twirly, pin wheel, windmill and helicopter.
Each new model and analogy adds new elements to the previous one.
Squirrelly Twirly. The TW was named
after and inspired by a devise called a Squirrelly Twirly which is
composed of three wooden spokes on a hub that rotates. Corn is put at the
ends of each spoke so that when a squirrel attempts to move out on any of
the spokes to get to the corn, that spoke will rotate to the bottom with
the weight of the squirrel, causing the squirrel to fall off
(hypothetically). (See Figure 2 for a visual representation of the TW).
Place Figure 2 about here
In this model, the hub corresponds to the
physical self, and each of the three spokes represents one of the three
basic human capacities. The corn at each end of the spoke symbolizes truth
(knowledge), unity or beauty (love) and goodness (will). For us to develop
our potential, we must move out from our physical self (hub) on the spokes
of knowledge, love and will to realize our fullest potential by moving
closer to truth, beauty and good (corn). As we move out on any one of the
spokes to increase our knowing, loving or willing (KLW) capacities, we set
the TW out of balance and in motion for developing human potential. This
condition is analogous to dissonance or disequilibrium among KLW. Internal
or external forces or changes in our environment can set the TW in motion
by creating new knowledge, feelings or motivations resulting in imbalance
among our basic capacities.
We can move out on any of the spokes to
start the process of change. People have different predispositions or
strengths that they will tend to have them favor one capacity over the
others. Some may first see things differently (knowledge) which may cause
them to want to align their feelings and volition to do something with
that new knowledge or insight. Others might begin the change process by
feeling differently (loving) which will create an imbalance and lead to an
adjustment in understanding (knowing) and desires (willing). Others may
start the change process by beginning with some action or goal (will) to
requiring modifications in thinking and feeling. Movement out on any of
these human capacities will result in a need to move out on the others to
maintain equilibrium.
In this analogy, to keep the TW in
balance: if we move out on one spoke, we must also move out to a
comparable degree on the other two. As we advance outward on one of the
spokes of knowing, loving or willing, then there must be advancement in
the other two areas, otherwise one of the capacities becomes
over-weighted. For example, as we know more, we need to love and will in
relationship with that knowledge. As love increases, so too should
knowledge and will. We can reach a point where all the capacities are in
balance and stable. That is a place of homeostasis which may feel somewhat
comfortable, but it is not a place of growth or moving out toward our
goals.
We seek a dynamic symmetry among
homeostasis, development and growth within the system. The challenge is to
find a point where we are moving toward our goals while maintaining a
healthy internal stability. Nothing remains static; we are either
advancing outward toward our higher self (positive) or regressing inward
toward our lower self (negative). Balance can be achieved by either moving
further out (positive) or further in (negative) on the capacities.
To move outward is to respond with higher
knowledge, love or will: to move closer to truth, unity and good. To move
inward toward the hub is to choose to regress toward more self-centered
and more limited expressions of KLW: to serve selfish or ego-centered
purposes primarily. Some people will seek stability in times of change and
stress by reverting to less developed and mature or more self-centered
ways of KLW.
For example, an injustice may cause hurt
(love) and a desire (will) to understand (know) how to best respond. This
external event (injustice) results in internally putting the TW out of
balance resulting in the person seeking equilibrium. A person can respond
by pulling back or regressing in KLW to limit the spin of the TW, or can
increase one’s will, love and knowledge to deal with it more productively,
thus achieving greater growth, development and autonomy and moving us
toward realizing our potentialities. It involves courage and faith to
journey outward. Advancement depends upon one's own exertions.
Pin Wheel. As an analogy, the pin
wheel incorporates most of the principles found in the squirrelly twirly
and offers several new ones. Both models require some external force to
move them, both depend on a balance among the spokes, though the pin wheel
less, and both have basically the same features and design, though the pin
wheel does not have the corn. The differences between them include that
the pin wheel is moved by wind rather than a squirrel and its main purpose
is to spin, which may also be true for the squirrelly twirly from the
human’s perspective (whose original motive generally is to keep the
squirrels from the bird feeders or to get some enjoyment from watching
them driven to distraction trying to get the corn, which in my experience
does not happen as the squirrels quickly figure out the ruse and go back
to the more predictable positive reinforcement obtained at the bird
feeders) , but not from the squirrel’s perspective we are considering
here.
The pin wheel’s purpose is to spin. Our
purpose is to realize our potential. The pin wheel accomplishes its
purpose through vanes pinned to the end of a stick in such a way that it
spins when blown upon. As in the squirrelly twirly, the pin denotes our
physical self and the vanes our KLW. The wind or air pressure against the
vanes causes the pin wheel to spin just as environmental forces and
internal pressures can cause us to spin or develop. We can create spin by
either moving ourselves against forces or exposing ourselves to external
forces that will encourage our development.
We start with the pin as infants. KLW are
undeveloped potentialities in new born babies. Gradually these
potentialities begin to grow from the pin of the physical self as a result
of development in interactions with internal and external environments. As
our KLW begin to grow and develop, they are better able to deal
effectively with the forces around them. As they extend out from the
limited, undeveloped self toward truth, unity and good, our potentialities
become realized and become better equipped to further actualize our latent
ability.
If we stayed focused on material and
selfish aspects of life beyond what is necessary for our development, the
pin of our TW will be overdeveloped and the vanes of KLW underdeveloped,
hampering its turning by limiting the amount of vane surface in ratio to
the pin. Those who stay centered on selfish love, knowledge and will or
KLW for the benefit of their physical selves alone will not progress to
the love, knowledge and will that lead to the freedom and happiness for
which they are capable. They will lead lives that are not very
challenging, satisfying or fulfilling.
There is a temptation and danger when
developing these human capacities to revert or turn back toward the
less-evolved selfish or physical purposes to find a false sense of
well-being. By using our physical capacities to develop our KLW and using
our KWL to maintain our physical powers at an optimal level without over
emphasizing them, we can optimize the development of our ability.
Advancement quickens when pin and vanes are working in harmony in perfect
proportion and symmetry.
Moving from self-attraction to attraction
to higher sources of knowing, loving and willing, allows for truer and
healthier knowledge, love and will for developing the self, and results in
an ongoing and further expression of our potential: the vanes of knowing,
loving and willing grow to be able to better turn the TW. As the pin wheel
faces the winds of change and challenges of life, it becomes stronger and
larger, thus better able to capture and transform the energy needed for
productive growth and development. An imbalance among the pin wheel parts
makes spinning difficult, decreases the stability and integrity of the
system and places greater stress on it. As a result further progress,
growth and development are hampered.
Windmill. The windmill adds the
elements of transforming one energy into another that is considered more
useful. The spokes or vanes that are visible in the examples above are
used to take the wind to generate energy to provide electricity or
mechanical power to turn mills, pump water or other purposes. Using one
force to create another is its purpose. As above, the hub or shaft
represents the physical self from which KLW are attached and the blades,
vanes, slats or sails of the windmill represent the KLW. The more balanced
and efficiently designed the wheel of blades, the more power it can
generate. The more force generated by the wheel of blades, the more energy
and value is potentially created. The energy that is produced by a
windmill can be used for many different purposes, both good and bad.
Though KLW interact with the external
environment to generate power, the use and crucial workings of KLW/windmills
are inside. A windmill may be turning externally, but generating nothing
that is of use to the person or others. It is possible for the windmill to
be turning freely with out being in gear and therefore not generating any
useful. Two separate windmill spinning at the same sped may be create
different kinds and amounts of useful power or different products. Like
humans who may outwardly appear to be dealing with external conditions in
a similar fashion, they may internally be processing those interactions
according to the inner workings of their KLW and the result of the
processing will result in different outcomes.
Most windmills will turn at an optimal
speed. As the wind force increases, the mill adjusts gears so that though
externally the blades are spinning at the same speed, internally it is
generating more energy. On modern wind turbines an anemometer measures the
wind speed and transits that information to the controller which starts up
the machine at wind speeds of about 8 to 16 miles per hour and shuts it
off at about 65 mph because so the generator will not overheat. Like
humans there is a threshold that must be reached to start the growth
process and some internal way to regulate external factors when they
become too much to handle. Though the blades of the windmill generate
power, it is valuable or useful to the extent that that power is used to
serve others or greater purpose, otherwise it serves no useful purpose.
The aerodynamically designed three-blade
propeller wind turbine generators with gearboxes to control speeds and
convert shaft power into electrical power is the windmill model most
closely resembling the TW. The wind passing over the blade creates lift
like that of a propeller or wing on an airplane, which in turn causes it
to rotate. The rotor can be turned to the wind or away and the pitch of
the blades can be adjusted to control the amount of power delivered
through the rotor’s low-sped shaft through a gear box to the high-sped
shaft of the generator. Some windmills have air breaks to control speed in
strong winds or emergencies. The height, shape, stability and position of
the tower on which the wind turbine is placed all affect its ability to
transform the available wind energy into electrical energy. A wind turbine
works the opposite of a fan--instead of using electricity to make wind,
like a fan, wind turbines use wind to make electricity. The electric fan
can also be as a model to explicate the TW.
Helicopter. This analogy is similar
to the windmill, except the helicopter’s purpose is to fly maneuvered by
blades rotating horizontally around a centrally located vertical axis. The
helicopter adds the elements of internal energy and maneuverability. The
main rotor of the helicopter is driven by an internal combustion engine
which creates a force to lift the helicopter where the windmill used
external air to turn the blades to run an internal mechanism. In the
helicopter the force to interact with the environment is internal and the
way it interacts is determined by an internal pilot. An internal engine
powers rotates the blades that serve as a helicopter’s wings and
propeller. The pilot adjusts the rotating wings to control its degree of
lift and direction by altering the angle of the blades to the air. There
is also the addition of a tail rotor to provide anti-torque and in-flight
trim for the helicopter.
Helicopters are the most versatile vehicles in existence allowing complete
access to three-dimensional space. Because they can go forward and
backward, upward and downward and can also hover and rotate in the air,
they are very complicated to operate. To do all of this requires making
many complex adjustments while flying to control lift and direction.
In addition to lift,
drag, gravity, and thrust,
there
are many other forces at work in helicopter flight. The complexity
and versatility of this model make it more closely resemble the operation
of KLW in human beings, but also make it harder to understand, and
therefore use.
Internal forces direct the KLW to interact
with the environment in certain ways according to its capacities and
external conditions. When the TW spins, it creates the conditions for
flying/developing potential. Because of the complexity of flight and the
risks associated, many do not get far off the ground. A person operating
at a higher level is able to see, feel, and act from a vantage point
beyond those who are not as high and is generally able to be seen by or to
affect a greater number and range of people.
Like the above examples, each capacity is
connected to and depends on the others for movement/development. Knowledge
depends upon and is connected to love and will, love to knowledge and
will, and will to knowledge and love. A love for knowledge creates
motivation to acquire knowledge. For knowledge to advance, so must the
love of knowledge and the will to obtain it. As love grows, the desire to
know more to better actualize that love in day-to-day life is created,
setting in motion the propeller for developing human potential.
Other Models
Merry-Go-Round. A merry-go-round
introduces new elements to extend the metaphors above. The purpose,
function and design of the merry-go-round differ from the above examples.
The purpose and function of a merry-go-round is to spin so the riders
enjoy it. You can sit still on a merry-go-round feel safe and secure, but
the purpose and fun are realized when you are revolving around. There is
usually an optimal sped to go; if it gets going too fast, it can become
scary, if too slow, it is boring. The merry-go-round is designed as a
circular platform that revolves where the three aspects of human potential
could be represented in three triangular sections joining at both the hub
with one corner of the triangle and connecting the other two sections at
the other two corners. Most psychologist feel the separation of these
three KLW capacities into distinct sections is more conceptual and that
the connection and overlap among them is real. Like the examples above,
its function and design necessitate some symmetry and force to move it.
In a mechanically revolved merry-go round
like those found in amusement parks with seats often in the form of
animals, the power comes from a motor. On a playground merry-go-round you
or someone else cause it to spin. If it is you, you can control the spin
through your own efforts. The development of our own potential also
depends on our own efforts. If it is someone else turning you, you can try
to encourage them to spin you at speed you desire, work with or against
them to change the movement, move either closer to the hub or more out to
the edge to change the effect of the spin on you or opt out. The more you
become accustomed to the spinning, the faster it may need to spin for you
to continue to continue to feel an equal excitement.
We could also conceive of the playground
merry-go-round made of three sections that did not join at the outer
edges. By pushing on any section the merry-go-round will move. Pushing
closer to the center would create different dynamic than at the edges. In
this metaphor, the more closely connected KLW to approximate a perfect
circle or symmetry, the more advantages can be obtained from design and
function.
Primary Colors. If you think of the
TW blades as the three primary colors from which all colors come, you can
imagine it reflecting the light in unique ways or creating different
colors as it spins with the resulting colors becoming a unique individual
artistic expression. If you view them as primary colored lights, you can
see how they will illuminate their environment according to their hues and
strengths. KLW could be represented by the red, green and blue of a
monitor that are blended together to create all the visible colors. The
KLW could also be seen as different prisms that give more importance to
certain parts of the spectrum, but all reflect the lights of knowledge,
will and love in their own way.
Mirror. The KLW faculties can also
be compared to a mirror in that they reflect whatever they are turned
towards. If we turn it to lies and hate, it will reflect them. To the
extent we are able to clean the mirror of those things that prevent the
pure reflection of truth, love and goodwill, such as selfish desires, the
KLW powers will shine forth. We can both polish our mirrors of the dross
on negative things and turn it toward positive virtues.
Plant. KLW are as natural and
needed for human life as growing is for a plant. It is part of our nature.
Given the right conditions, each person will reach his/her full potential
and bear fruit. All learning involves the basic human capacities of
loving, knowing and willing. Like the water, sun and environmental
conditions enable growth in a plant so that it may reach its potential, so
does love, knowledge and will in a human being. In literature, especially
sacred scriptures, knowing is compared to water, love to the rays of the
sun and will to the earth. The soul can be likened to a sapling whose
roots are planted in the earth of the human heart, given life by the
living waters of wisdom and nourished by the radiant love of God.
Solar Panels. Like the petals of a
flower that turn to the sun to receive nourishment and growth, solar
panels also use the sun for energy. If the KLW are consider as solar
panels then their size, reflective ability and efficiency, as well as the
degree they are turned to the sun will determine their ability to generate
power. Like the mirror they need to be cleaned so the virtues of KLW can
be manifested in it.
Receptacle. Each person can be
compared to a receptacle which varies in size and shape. KLW can be
represented by the three sides of a receptacle and the base compared to
the physical endowments. Only to the extent that the three capacities grow
and are united, is the receptacle able to hold whatever is poured into it.
Electric Motor. Electricity is the
interaction between positive and negative charges represented by material
and spiritual forces, generally characterized as body and soul. The body,
our physical reality, interacts with our soul, our spiritual reality. The
KLW capacities collectively represent the spiritual forces and the
physical self represents the material. Both are needed to create energy,
to turn a motor. It is KLW (+/-) in interaction with the body (+/-) that
produces overt behavior. By reversing polarities in the armatures of a
motor, it spins creating the necessary power to do what it was designed to
do. By alternating quickly and efficiently between the forces of our KLW
and our bodies, we are able to accomplish the development of our
potential.
Mathematical Explanations
The following formulas have been created to
mathematically illustrate the interaction among the KLW capacities.
K x L x W = V: Knowing (K) times Loving (L) times Willing (W) equals Value
(V)
V represents the value or worth of an action,
achievement or accomplishment.
An increased quantity in any variable
equals an increased value.
2K x 3L x 1W = 6V
2K x 4L x 5W = 40V
Each variable can have a positive, negative
or zero value.
Positive values result when you put two
positives together
n
+K=Knowing (+) truth or reality (+); +L=Loving (+) creation, unity or
beauty (+); +W=Willing or choosing (+) service, good or righteousness (+)
or two
negatives together
n
+K=denying (-) dishonesty or falsehoods (-); +L=hating, abhorring or
detesting (-) destruction, disunity or ugliness (-); +W =refusing,
rejecting (-) disservice, bad or evil (-)
Negative values result when you put a
positive with a negative
n
-K=Knowing (+) falsehood (-), –L=Loving (+) destruction (-), -W =Willing
(+) bad (-)
n
-K=denying (-) truth (+); -L=hating, abhorring or detesting (-) creation,
unity or beauty (+); -W =refusing, rejecting (-) good or righteousness (+)
Using the same principle, one negative
capacity in the formula will result in a negative value.
n
-K x +L x +W = -V
For example, those who love (+) falsehoods
(-), hate (-) truth (+), know (+) hate (-) will end up with a negative
value (injustice). This could be illustrated on the TW if the blades tried
to turn in opposite ways.
n
love (>/+) falsehoods (</-)
n
hate (</-) truth (>/+)
n
know (>/+) hate (</-)
However two negatives result in a positive
value. For example, someone may not know how to hate or hate a falsehood
which good be represented mathematically as follows:
n
-K x –L x +W =+V
Zero values for each of the capacities can
hypothetically result when neither a positive or negative force exists in
them
n
0(K) =ignorance, 0(L) =apathy, 0(W) =inactivity
Mathematically a zero for any capacity
results in an overall zero value. For example, if love and knowledge
exist, but are not translated into action through will, then no real
change has occurred or value been realized in a practical sense.
n
3(K) x 2(L) x 0(W) = 0(V)
Acting without love or knowledge (zero values), or with misguided love or
knowledge (negative values), is generally ineffective (0V) or harmful
(-V).
Those who do not know how to love, love to
know or will to know and love, a problem of growth is created. To
accomplish anything, the knowledge, love and will to achieve it are
needed. When all three capacities work positively in harmony, the
individual and society grow, develop and advance.
n
+K x +L x +W = +V
Learner-Centered Psychological Principles (LCPP) and the Twirly Whirly
Model (TW)
During the last century psychology has supplied much of the theory and
research on learning and developing human potential. “The last 20 years
have witnessed tremendous advances in theory and research in developmental
and cognitive psychology, and on the emotional, motivational, personality,
and social processes of individual learners that contribute to the
dynamics of the learning process.” (Spielberger, 1998, p. ix). Advances in
understanding human development continue to accelerate. The
current
revision of the
Learner-Centered Psychological Principles (LCPP)
commissioned
by the
American Psychological Association
(APA) Boards of Educational Affairs (BEA) and Scientific Affairs (BSA) and
reviewed by leaders and scholars in education, psychology and other
scientific disciplines offers a synthesis, foundation and framework of the
best thinking on learning.
The Learner-Centered Psychological
Principles are consistent with more than a century of research on teaching
and learning; integrate research and practice in various areas of
psychology; reflect conventional and scientific wisdom; and provide a
framework for and lead to effective schooling, positive mental health and
a realization of greater potential (McCombs, B. and Whisler, J., 1997).
The LCPP are used below to further explore
and apply the Twirly Whirly Model to current thinking about learning from
a psychological perspective. The 14 learner-centered psychological
principles developed by the American Psychological Association have been
used verbatim below as the organizing structure for a synthesis of my
thoughts on developing human potential. It is my hope that these ideas
will help learners to better realize their talents and teachers to assist
their students to do the same. These principles are categorized according
to the following factors: 1) cognitive and metacognitive, 2) motivational
and affective, 3) developmental and social and 4) individual difference.
Cognitive and Metacognitive
Factors
The six cognitive and metacognitive
factors of LCPP deal mostly with the knowing blade of the TW, but also
involve the loving and willing blade. Understanding the cognitive and
metacognitive factors of the learning processes is a key to promoting
human happiness and well-being, two of the goals of the Twirly Whirly (TW)
and outcomes of developing human potential.
LCPP 1. Nature of the learning
process. The learning of complex subject matter is most effective when
it is an intentional process of constructing meaning from information and
experience.
The windmill must turn to and use the wind
to generate movement. Information and experience are like the wind which
we use to construct or generate meaning. Learning results from
interactions with the environment using our five physical senses through
which our minds take in knowledge. The outward physical senses transfer
the energy to which they are exposed to be used by the mill to create
meaning. The internal mental senses or properties that operate through the
mind such as imagination, which imagines things transmitted through the
senses; thought which thinks about or conceives what is imagined or
perceived; comprehension which comprehends what is thought by connecting
and constructing understanding; and memory, which remembers what the
physical and mental senses have experienced. There are also the processes
or perceptual faculties that transmit the sensory information to the mind
and the mental activities to the senses much like the gears transmit
energy from the wind to the mill.
Learning processes are varied, and, like
the models of the TW, can move from simple to complex. Learning can be an
unconscious, subconscious or conscious process. The process of learning
and the development of potential increases to the degree we are
intentional using our willing power to be active, goal directed, self
regulating and assume personal responsibility; our knowing capacity to
identify and exploit learning opportunities and our loving faculties to be
attracted to what is good for us. If we can intentionally use information
and experience to develop our KLW and use KLW to process information and
experience, learning and development increase.
LCPP 2. Goals of the learning process.
The successful learner, over time and with
support and instructional guidance, can create meaningful, coherent
representations of knowledge.
Loving, knowing and willing are goal
directed. KLW make goals personally relevant. Goals may not be consciously
known or productive, but they affect learning. The more we are aware of
our goals, define them and consciously work towards them, the more likely
we are to achieve them. This process can be learned. It takes time and
effort. It is the responsibility of parents and educators to assist their
children and students in developing their KLW to reach worthwhile,
long-term and meaningful goals.
Whatever goals we aspire to, we will tend
to move toward. If we use knowing, willing and loving capacities for
material ends or lower purposes, we will reflect and move towards them.
Because of our KLW powers, people with selfish, individualistic and
materialistic goals can become more savage, unjust, cruel and harmful than
animals. They can become attracted to and pursue selfish ambition instead
of the greatest good for all, prejudice instead of truth, and hate instead
of love. They can use knowledge for harm, arrogance and pride rather than
to help and serve.
We can assist learners to set their goals
high, to strive for noble goals and purposes, to control their passions
and desires and to avoid frivolous and useless endeavors. Children can be
encouraged in this process and taught these skills from the beginning of
their lives. Such training will result in high resolve, sense of purpose
and personal capability, self-esteem and an internal locus of control.
These aspects of will enable then to accomplish things and bring to
successful conclusion whatever they undertake.
Goals start from the center of the TW with
the self. Our first goals in life have to do with loving, knowing and
doing for the self. As we grow, our goals move from self to family,
community, culture, nation, world and beyond. If our goals do not move
outward on the TW, then growth will be limited. As educators, we can
assist young people to adopt and pursue healthy goals. We can help them
create meaningful and coherent representations of reality, which will
require moving beyond limited conceptions based on earlier and less mature
views to those that integrate self, family, and ever widening and more
inclusive social groups and knowledge into a unified whole.
Goals give meaning to life. They direct
our energy towards the things we value. If our goals are positive and
healthy, they will leave less time and energy for less worthy goals. As
educators, we can help students value useful goals and work toward them.
One reason education is so important and vital, is that children’s success
and prosperity depend on it. Success, honor, distinction and prosperity
come from service, being the source of social good and the cause of peace,
well-being, happiness and advantage to others. These are goals that are
worthy of striving for and that give meaning and happiness to life.
Unfortunately they are not the goals often promoted in our media, such as
to indulge in ones own selfish concerns and interests. Lofty goals move
you out on the TW and selfish goals move you in to the hub of self.
Some practical ideas related to goal
setting are to set specific goals that are measurable so we know when we
have achieved them and can reward ourselves. If the goal is too general or
long term, we may lose sight of it or feel it is too difficult to achieve.
It is good to have general and long-term goals, but it may be helpful to
break them down into several specific short-term goals. Decide what you
need to do next to move closer to your higher future goals. Be prepared to
alter or adjust your goals as you move out on the TW and gain a better
perspective. Establish goals for success, not failure, as this encourages
goal accomplishment.
LCPP 3. Construction of knowledge.
The successful learner can link new
information with existing knowledge in meaningful ways
We build the blades of our TW based on our
existing knowledge, love and will. If these bases are weak, or not
well-formed, then additional constructions on them are bound to be in
jeopardy. As we learn and develop more, broadening and lengthening the
blades of the TW, we add to, modify, refine, change and reorganize our
existing feelings, knowledge and will. If we do this in a productive way,
our TW will strengthen to face new experiences in a more effective way.
Earlier learning based on ineffective or wrong information, motives or
behaviors may need to be replaced with more sound and useful KLW.
These three elements, knowing, willing and
loving, must be integrated to be effective. As educators, we can help
students to construct the blades of the TW, to use them symbiotically, and
to integrate them with each other and the self. Understanding how earlier
constructions may need to be temporary structures or replaced in light of
new understandings is vital for growth. Sometimes scaffolds need to be
built to temporarily support and construct knowledge. Knowing when, where
and how to use these supports will facilitate the learning process.
In terms of construction, not only do we
build on what we have, we also build toward what we want to have in the
future. Not everyone constructs, organizes or goes about this process in
the same way, goes from the same bases of knowledge and experience or
desires the same future results. As educators, we can give students the
tools for constructing meaning. Such tools include outlining, webbing,
pictographs, concept patterns, sequence patterns, problem-solution
patterns, process-cause patterns, generalization patterns, thematic
organizers, categorizing, cause-effect relations, and other organizers or
learning representations. Knowledge of these tools allows learners to
choose the ones that are best for them. The TW models help construct
knowledge about developing human potential through concept mapping and
organization and metaphorical, visual and mechanical representations of
the learning and development process.
LCCP 4. Strategic thinking.
The successful learner can create and use a
repertoire of thinking and reasoning strategies to achieve complex
learning
Just as craftsmen need to be skilled in
their trade and the strategies of their craft, so do learners. As there
are many successful strategies to building a house, there are also many
successful strategies to learning. These strategies can be taught.
Educators can teach, model, assess, and develop strategic learning skills
such as making associations, connections, inferences, conclusions,
generalizations interpretations, summaries and decisions.
Consultation with and among learners is a
powerful tool for acquiring new knowledge, skills, qualities and
dispositions. Consultation involves seeking knowledge and truth through
joint sharing and investigation. It requires some training and
self-discipline to be done successfully and effectively. Consultation
requires comparing and contrasting and identifying truth from bias and
falsehood, fact from opinion, cause and effect. It is a problem solving
approach that involves the knowing, loving and willing faculties to
evaluate options.
Using the TW can assist strategic thinking
and complex learning by helping students develop their own potential.
Using the TW is itself a form of strategic thinking. Our capacities will
be enhanced as we develop and use them in more complex, expanded and
unique situations. Understanding which of the knowing, loving or willing
modes we prefer can help us to start and facilitate our developmental
process. Educators can help students make choices of approaches and
activities that will assist in effective learning. The 4MAT System gives
four different learning styles that can be related to the TW: innovative
learners ask why, analytic learners ask what, commonsense learners ask how
it works and dynamic learners ask what it can become.
Peer teaching where learners question and
help one another to solve learning problems can help develop effective
learning strategies. Developing reasoning and powers for unfettered search
for knowledge and independent investigation of truth are essential to
thinking for oneself and true learning. Memorization is a very useful and
necessary learning strategy. Teaching effective memorizing strategies will
help students become successful learners. Meditation and reflection are
also effective strategies and valuable learning tools, since encouraging
our head (knowing) and heart (loving) to work (willing) together can lead
to great discoveries and accomplishments of knowledge, science, technology
and the arts. Parables, stories, metaphors, analogies, play, recreation,
travel, music, the arts, drama and other creative expressions are also
useful learning strategies that can facilitate learning. The TW
incorporates several of these strategies to further understanding of human
potential.
LCPP 5. Thinking about thinking.
Higher order strategies for selecting and
monitoring mental operations facilitate creative and critical thinking.
Understanding the TW process enables
learners to reflect on and refine their basic capacities and apply them to
new situations to enhance their autonomy and responsibility. There are
four basic ways of knowing truth. The first is through our senses or
experiences, the second through reasoning and logic, the third through
tradition and the fourth through intuition or inspiration. All are limited
and open to error. Used in conjunction, they allow for greater likelihood
of finding truth or reality.
Some strategies related to thinking about
thinking include the following KLW operations: being aware of your own
thinking; planning; being aware of necessary resources; being sensitive to
feedback; evaluating the effectiveness of your actions; being accurate and
seeking accuracy; being clear and seeking clarity; being open-minded;
restraining impulsivity; taking and defending a position; being sensitive
to others; engaging intensely in tasks even when answers or solutions are
not immediately apparent; pushing the limits of your knowledge and
ability; generating, trusting, and maintaining your own standards of
evaluation; and generating new ways of viewing situations outside the
boundaries of standard conventions (Marzano, et al., 1997).
Putting into practice the findings from
the thinking skills research, such as using redirection, probing,
reinforcement, higher-order questions, increased wait-time during
questioning, computer-assisted instruction and direct teaching and
inferential learning of thinking skills, can help students to gain and use
them (NWREL). It is crucial for people to have skills in questioning,
analyzing, comparing, contrasting, and evaluating.
The above thinking strategies help build
the KLW capacities, especially the knowing and willing blades of the TW.
Modeling and providing students with instruction in thinking skills to
promote growth in KLW makes available ways of constructing and developing
the knowing capacity and involve the loving and willing capacities in
learning.
LCPP 6. Context of learning.
Learning is influenced by environmental factors, including culture,
technology, and instructional practices.
Learning occurs in a context; it results
from some interaction with the environment. These interactions cause the
TW to spin. We can categorize the environments with which we interact into
the self, others, objects and unknowns. The first and primary interaction
each person has is the self with the self, then with other human beings
and objects, concrete or abstract, and lastly unknowns, mysteries and
entities we do not comprehend,. Most interactions are a combination or
collection of the above entities with one or more being dominant.
Individuals by interacting in these environments can move out on any of
the KLW blades and create motion toward the development of potential in
themselves and others.
Teacher to student and student to
classroom interactions are potent sources for learning. The teacher plays
an important role in creating a good learning environment. Creating
contexts to actualize the TW capacities in good ways is the goal of
teachers. Teachers have a responsibility to create classrooms
characterized by truth, unity and service so as to facilitate the knowing,
loving and willing capacities of their students. The educators' use of
unity, power, truth, justice, service and their own KLW capacities, affect
the classroom environment and learning. When the educators’ capacities are
properly developed and developing, they can create the energy or force
needed to start the students’ TW spinning, like a fan or wind blowing on
their KLW blades. Classrooms and teachers characterized by love, effort
and knowledge will engender these qualities in the students.
Some students are so stuck in their
limited and low views of themselves that only a great force can get them
to move. In these cases, the lubrication of caring, acceptance, love and
service can help. Sometimes teachers need to be forceful in their love,
knowledge and justice in order to have effect. By having more authentic,
face-to-face, relationships with learners, teachers have more chance of
influencing them. If we have not actualized our TW capacities, then we are
not in a position to help others do so. This process is synergetic or
symbiotic: the more your students spin, the more energy is created, which
causes the teacher’s TW to spin more as well. The students create a wind
to spin the teacher’s TW.
The TW is situated in a context and
affected by it. If students’ TW are turned away or spinning in a different
direction, then they lessen impact on the whole class by limiting or
disturbing the airflow to other’s TW. Use of technologies and
instructional processes can coordinate, focus and extend the learners’ TW.
The KLW capacities are essential in the context of learning and in many
ways determine the inner context of the learner. As they turn towards
truth, unity, service and justice, the TW can spin. As they turn away from
any of these positive forces, the TW will be hampered in its spinning.
Motivational and Emotional Factors
Where the cognitive and metacognitive
factors focus more on the head or the knowing capacities, the motivational
and emotional factors deal mostly with the heart or the loving and willing
capacities. Successful learners must use and have unity among all these
facilities of the TW to be successful
LCCP 7. Motivational and emotional
influences on learning.
What and how much is learned is influenced by the learner's motivation.
Motivation to learn, in turn, is influenced by the individual's emotional
states, beliefs, interests and goals, and habits of thinking.
Motivations and emotions may have an
evolutionary purpose or function related to self-preservation, pain
avoidance and gratification. However, if we are chiefly guided by our
instinctual motivations and emotions, we live more on an animal level than
a human level. We can raise motivations and emotions above this level by
moderating and integrating them with knowing and willing capacities.
Developed motivations and emotions result is such qualities as service,
courage, fortitude, integrity, patience, and discipline and a path to
happiness and health. Selfish or negative motivations and emotions can
greatly limit the KLW of the individual.
The five classic emotions accepted by most
psychologists are happiness, sadness, anger, fear and disgust. These
emotions can be viewed as different expressions of our loving capacity.
Happiness is an emotion that results from having an object or entity that
is loved being treated in way that brings pleasure or satisfaction.
Happiness increases as we draw closer to what we are attracted to and
sadness results when what we love is being removed or hurt. Anger results
when a love object is unjustly mistreated or threatened, fear when a love
object is being threatened without our ability to do something about it
and disgust when a love object is somehow violated. Understanding these as
forces of love can help us to regulate and direct their influence in ways
that are more beneficial to others and ourselves.
If the love blade in the TW is out of
balance with the knowing and willing blades, or not properly developed in
relation to them, the ability of the TW (individual) to spin (prosper, be
happy, creative, and autonomous) is impeded. By the same token, if the
love object is negative, not in accord with beauty, unity, truth,
goodness, service or justice, then difficulties will also ensue. As
explained in the mathematical models above, love of negative knowledge
(untruths) or will (evil) results in a negative value. On the other hand
negative emotions like sadness, anger, fear and disgust, all aspects of
love, when paired with another negative, can create a positive motivation
if used properly. However if these negative emotions become intense and
are not properly channeled, and if focus stays with the emotion not the
accomplishment of a worthwhile task, they can have a detrimental effect on
development. General positive emotions such as joy, inquisitiveness and
enthusiasm enhance learning.
Love can be defined as an active force of
attraction and as such can be considered the most elemental force in the
universe. It can be considered the force that holds all things together,
from the atoms to the galaxies. It is also the force that holds groups,
societies and civilization together. When this force is missing,
disintegration results. If learners and groups of learners feel loved,
they will be more likely to realize their full potentials. Therefore,
teachers’ ability to teach or motivate students is greatly affected by
their own purity of motive and ability to express love in action.
Sincerity and purity of motive then is vital to success, because it
directs and determines the value of any action. Love gives us energy and
where we put that energy and effort most often is toward what we love. If
what we love is based on ignorance, self-centeredness and selfishness, we
are using a formula for failure, not success.
LCPP 8. Intrinsic motivation to learn.
The learner's creativity, higher order thinking, and natural curiosity
all contribute to motivation to learn. Intrinsic motivation is stimulated
by tasks of optimal novelty and difficulty, relevant to personal
interests, and providing for personal choice and control.
Intrinsic motivation is dependent on
having a purpose in life—no purpose, no motivation. Maslow’s hierarchy of
needs is related to the hierarchy of purpose and motivation. These needs
in hierarchical order are survival (basic physical needs), security
(physical and social protection), belonging (social needs), cognitive (to
know), aesthetics (beauty, to love), and self-actualization (to will and
do). Later Maslow postulated a self-transcendence (spiritual, to
transcend) need. Some people’s purpose and motivation is only to survive,
the lowest level of Maslow’s hierarchy. The lower level needs only act as
motivators when they are absent, The lower needs represent the physical
concerns, the hub or shaft of the TW. KLW represent the highest levels in
Maslow’s hierarchy. The higher order needs become more motivating the more
you have of them. The higher the purpose, the higher and more sustaining
the intrinsic motivation. Those who reach self-transcendence are at the
stage of the TW spinning creating its own energy with all three blades
united and fully functioning.
Intrinsic motivation depends on a level of
autonomy of knowledge, love and will within social structures based on
truth, unity and service. Intrinsic motivation can be facilitated by
increasing relevance, curiosity, novelty, choice and control, interest,
mild anxiety, emotions, challenge and feedback. As we grow in healthy
inner love, knowledge and will, we gain in capacity, courage and intrinsic
motivation.
When growth has been rewarded, rather than
punished, it releases increased mental, emotional and physical energy. It
is natural to avoid pain and suffering, but some will be encountered in
the growth process. Hardships not be avoided but welcomed as ways of
encouraging motivation and development. Mental and emotional pain and
suffering are often internally perceived and defined based on the values
of the culture, not based on reality outside that cultural definition.
What one person may see as physical pain and suffering may be seen and
experienced by another as fun and rewarding (e.g. physical or mental
exercise). If effort is related to valued goals that are believed to be
achievable, some sacrifice is expected and accepted in the process.
Extrinsic motivators, rewards and
punishments though needed and useful, are limited and can hinder
motivation, especially if one is intrinsically motivated. We should move
away from dependence on extrinsic motivators and move toward intrinsic
motivations in a deliberate and measured way. Whenever possible and
practical, students should be given choices about learning to help develop
their volition and intrinsic motivation and understand and own the results
of their actions. If they comprehend the relationship between cause and
effect, then they will be intrinsically motivated to follow the course
that optimizes their happiness and well-being. They need to be in charge
of their own transformations by making them competent in applying their
KLW faculties.
9. Effects of motivation on effort.
Acquisition of complex knowledge and skills requires extended learner
effort and guided practice. Without learners' motivation to learn, the
willingness to exert this effort is unlikely without coercion.
If interactions with the environment are
seen as opportunities for growth rather than threats to well-being, we are
more likely to engage in them. Engagement with learning, effort and
motivation are increased if the experience is positive and the learner
feels safe and secure. Motivation and effort are also activated by
avoidance of unpleasant stimuli, such as negative reinforcements and
punishments. Fear, anger and disgust, all aspects of love, can be very
motivating emotions and may be used to assist learners to exert needed
effort to maximize the positive and minimize the negative emotions.
Perseverance is an essential condition to
the accomplishment of any task. Motivation is positively related to effort
and effort is positively related to relevance. If learners do not see the
relevance of learning to their lives, motivation and effort will be
negatively affected. School learning is often perceived as not relevant to
the students’ lives.
When we know what to do, want to do it and
act on it, we get our TW spinning with increased effort, mastery and
courage. Once in motion, inertia tends to keep it spinning. Our actions
evoke reactions and therefore increase the likelihood of continued growth
and development. These actions and reactions have positive and negative
charges and will react to one another to either increase or decrease the
spin of the TW. The more conscious, deliberate and proactive we become,
the more likely we are able to keep our TW spinning. We can help students
be attracted to good qualities, and repelled away from the bad that may
appear attractive, but actually be destructive. It is our perceptions of
reality and of cause and effect relationships rather than reality itself
that often determines our actions and motivations. If our perceptions are
not reality-based, than adjustments need to be made.
The law of causality is as true in the
mental and spiritual world as it is in the physical world. Every effect
has a cause and every cause and effect. Energy must be exerted to create a
change of state. No effort, no growth. Interactions between self and
reality are the cause of growth and development, and can lead to true
happiness and autonomy. We can control our responses to the challenges
life offers us, but we cannot control the challenges. To effectively
respond requires effort and an internal locus of control. As we actualize
our potential, we experience cognitive, affective and physical benefits,
and are further motivated.
Achievement motivation is related to the
knowing and willing aspects of the TW and affiliation motivation is
related to the loving aspect. Effort, related to will, is a combination of
all the TW capacities. It starts with love, desire or attraction, goes to
knowing how to fulfill our wants, and results in willing to realize the
object sought. Accomplishment requires discipline, self-regulation, goal
directedness, activity, personal responsibility and other cognitive,
metacognitive and affective factors.
Teachers can first work to develop their
inner and outer KLW capacities then bend the energy generated toward
whatever may foster the education of their students. They should encourage
and counsel their students through means based on love and reason. Verbal
or physical abuse harm the character and learning of others, especially
children. They can teach resolution, endurance, perseverance, constancy,
strength, determination, striving, high mindedness, firmness of purpose
and other qualities and traits related to motivation and effort. If we
teach them to dedicate their lives to matters of importance and to what
will benefit humanity, they will be enabled to accomplish whatever they
undertake and become happy and successful individuals.
Developmental and Social Factors
LCPP 10. Developmental influences on
learning.
As individuals develop, there are
different opportunities and constraints for learning. Learning is most
effective when differential development within and across physical,
intellectual, emotional, and social domains is taken into account.
Development is the process of potentiality
becoming actuality. The basic human capacities of loving, knowing and
willing seek expression in life. At conception, unique genetic
potentialities are endowed upon each person. In nine months that person
goes through millions of years of evolutionary development, from a
microscopic cell to a fully developed infant capable of living outside the
womb. For its development to continue, it must leave the womb and enter
this world where it can continue its growth and development process. As
educators, we can assist them to develop rapidly through educating their
capacities with the accumulated wisdom of the ages. As young people grow
in competence, they are able to take increasing responsibility for their
own process of development and becoming using their KLW capacities.
Differentiation, integration and
generalization are the processes of learning and development, whether it
is physically, intellectually, emotionally, socially or spiritually. This
process starts at the moment of conception and continues throughout life.
Learning in the earlier stages becomes the foundation for and will affect
later stages of development. In whatever way a tree is bent, it will grow.
Therefore, early growth, development and education are vital to future
well-being.
All living things go through different
stages or degrees of maturity. At each new stage, new powers and
capacities are evident. A plant reaches maturity when it bears fruit, an
animal when it is fully grown and functioning, and a human when the KLW
capacities are well developed. The different stages that individuals,
groups and humanity collectively go through are analogous. The
developmental stages most commonly accepted are infancy, childhood,
adolescence and adulthood. If we understand these developmental stages, we
can better assist others to develop their KLW appropriate to their level
and to move toward the next.
Infants should receive love, knowledge and
activities according to their powers and capacities. As they grow and
develop, entering into childhood, further training and education according
to their maturity level are needed. In puberty and youth, the limitations
of childhood give way to release new energies and abilities, calling for
new conditions, requirements and education. In adulthood, we continue our
growth and development utilizing mature powers. It is toward this
autonomous, conscious and responsible use and development of
potentialities that parents and educators are to be directing young
people.
Teachers need to use their TW to know
when, what and how to teach students, to develop their KLW faculties.
Educators need to be like doctors diagnosing and prescribing what is
needed for each stage of development. If children are not developed, have
some bad traits or are lacking in some quality, they should be patiently
trained, healed and remedied, not oppressed, criticized and censured.
Encourage children to make the greatest progress in the shortest time.
Growth and development are not dependent on age, but on the powers of the
TW. The more we persevere and strive, the greater the progress and
development. An environment where individuals are realizing their
potential by developing their capacities is dynamic and energized, thus
feeding the ongoing developmental process.
LCPP 11. Social influences on learning.
Learning is influenced by social interactions, interpersonal relations,
and communication with others.
Our first and most primary relationship is
with ourselves. Next is our relationship with our parents, especially our
mothers, and then with our families. Learning is greatly influenced by our
interactions with significant others. Other people can cause our TW to
spin more than most other entities. An interaction with others generally
involves all three human capacities of knowing, loving and willing.
Relating with others helps validate or modify our view of reality and of
ourselves, and helps others do the same for themselves.
It is primarily in social groups that love
and will are exercised to create unity, service and justice. Relationships
that are caring, complementary, collaborative and cooperative are
productive. Competitive relationships are destructive in that they are
divisive and unjust: they are not based on limited views of love, truth
and service. They result in mistrust and alienation. If students are
compared to one another and told they are better or less than another,
their progress is hindered. They should be encouraged according to their
own capability to strive for their highest degree of excellence, not to be
superior to the next person, but to be improved so that they may be of
better service to others.
Consultation with others is an effective
method for investigating reality and gaining insight and understanding.
Consultation helps create greater love, fellowship, unity, illumination,
happiness, awareness, certainty, awakening and well-being. Having learners
ask one another questions and help each other find the answers can further
and accelerate learning. Peers can often explain things to one another in
a manner that can be more easily understood and accepted and in the
process acquire a deeper knowledge themselves. Children can learn many
things in play and social activity.
Recognizing each individual’s intrinsic
worth can help eliminate harmful social structures. Not all social
influences are productive or good. Teachers can encourage and create
healthy social influences in their classrooms where the virtues of
discipline, order, patience, forbearance, understanding, detachment,
service, compassion, tolerance, love, kindness, fellowship, righteousness
and other interpersonal skills are taught.
Students should act with kindness,
forgiveness and mercy to one another and not seek retaliation or to
punish, but the teachers should see that the rights of all in the
community are protected and that wrong doing is punished and good is
rewarded. This punishment is to establish protection, security and
justice, needed for unity and peace to exist, and to discourage further
wrongful acts. This punishment is a process of education and socialization
and must be done with love, care and wisdom. The children need to be so
educated that they would not commit a crime or wrong to another, that they
would not betray the love and trust of the community. Try to prevent any
wrongdoing, but if it occurs, act to prevent its re-occurrence.
To improve social influences in the
classroom, we can teach human relations skills, conflict resolution and
consultation as ways of solving problems and dealing with differences;
expand students' loyalty and identity to include all humanity; make and
enforce rules that preserve and enrich the dignity of all peoples;
encourage positive interaction among people who are different from one
another; create prejudice-free classrooms that do not allow "put-downs" of
others' identities; empathize with others and help them build healthy
self-concepts without developing a sense of superiority; follow and
promote the golden rule and create a positive and united learning
community that celebrates the uniqueness of all its members. The above
activities encourage safety, stability, trust, caring, self-respect, sense
of belonging, self-acceptance, moral and social competence, perspective
taking, reflection and flexibility in thinking; all vital factors in
developing a positive learning climate and the KLW faculties.
Individual Differences Factors
LCPP 12. Individual differences in
learning.
Learners have different strategies,
approaches, and capabilities for learning that are a function of prior
experience and heredity.
Each person has unique endowments, powers,
responsibilities, talents, interests and capabilities based on innate,
inherited and acquired characteristics. Inherited characteristics come
from our genetic makeup and acquired characteristics come from education
resulting from our genetic endowments interacting with the environment.
Innate capacities and characteristics are those inborn qualities that make
us unique even from those who had the same parents and similar
environmental influences.
The combination and interaction of these
three characteristics determines individual differences. We cannot change
the innate and inherited qualities since they are given to us at birth,
but the degree to which we are educated will determine how we will develop
and realize our innate and inherited potentialities. Education is
important in that it is the only area we can significantly influence. The
differences education and experience can cause are very great.
We have all been endowed with many powers
such as intellect, understanding, reason and the ability to seek out and
investigate reality for ourselves. Blind imitation and obedience are
destructive to the individual and society. We are to know from our own
knowledge, see with our own eyes and act from our own hearts, not through
others.
Educators can help learners to understand,
develop and use their talents, interest, capabilities, environments and
limitations to their benefit, to increase the spin of their TW. Teachers
can help their students know themselves, accept themselves, trust
themselves and develop themselves by helping them know, accept, trust and
develop their capacities. The ultimate authority and responsibility to do
this lies with the individual. As part of that process, we begin to
recognize our KLW abilities and the limitations of acting on narrow ways
of loving, knowing and willing. Educators can help students understand,
accept and work with their unique KLW resources and provide the means,
material and methods to develop them.
At this stage, we can look for valid
sources of knowing, willing and loving outside of ourselves. When we find
them we can use them to augment our own KLW faculties. The process of
independent investigation of truth, altruistic love and goodwill requires
applying and exercising our KLW to find a healthy balance among
independence, interdependence and dependence.
We all have the KLW capabilities of the TW;
these are part of human nature. As human beings, we all have been created
noble and with intrinsic value. We each have rights and preferences that
are related to the TW: to know, love and will. Individual identity and
integrity depend on the three TW faculties and powers being harmonized.
Often our feelings, knowledge and actions are in conflict with one
another. This can lead to emotional, mental or behavioral disorders of
several types.
LCPP 13. Learning and diversity.
Learning is most effective when differences
in learners' linguistic, cultural, and social backgrounds are taken into
account.
Our similarities are greater than our
differences, but we are each unique. Science confirms the essential
oneness and unity of the human race, but that no two people are exactly
alike, even identical twins. We are alike in that knowing, loving and
willing are part of our natures and purpose, but each person has unique
endowments, experiences and heredity. Everybody’s KLW faculties,
subjective reality and experience are unique.
We each bring special talents, abilities,
personalities and interests to learning. We need not make our differences
a source of disunity, conflict or competition. As in the physical world,
the richness, health, well-being and beauty of an individual or group
depends upon the principle of unity in diversity. One of the goals of the
TW and education is unity in diversity. A teacher should always work to
appreciate diversity while maintaining unity. Diversity and the
differences around us are powerful forces cause our TW to spin.
Some falsely fear that diversity will lead
to disunity and think unity requires uniformity. Justice, love and truth
help create unity in diversity. We can change our ignorance to knowledge,
hate to love, injustice to justice, conflict to unity, and violence to
peace as move toward truth, beauty and service from our various
perspectives. We can positively create unity in diversity in our
communities, curricula and classrooms, and in the process, make this a
better world for all of us.
We should teach according to each
individual’s capacity, needs and interests and help learners become aware
of their similarities and uniqueness and ways they can best develop their
unique potentialities. The individual is like a mine filled with rich gems
and minerals which education can alone reveal. Though there are basic
principles of mining, each mine is different. It has different gems or
minerals and different methods to extract the virtues it contains. We can
value, find, extract and polish our and others’ virtues, and encourage
others to do the same.
LCPP 14. Standards and assessment.
Setting appropriately high and challenging
standards and assessing the learner as well as learning progress --
including diagnostic, process, and outcome assessment -- are integral
parts of the learning process.
Justice and equity are basic in discussing
standards and assessment. Justice depends on altruistic love (L), fair
mindedness (K) and goodwill (W). Equity is a fundamental virtue and the
evaluation of all things depends upon it. Many standards and assessments
are not based on justice and equity, but instead on injustice and
prejudice, and therefore, are discriminatory and harmful. In view of
justice and equity, all should be given an education according to their
needs and capacities using a universal curriculum and standard.
There is right and wrong. The root of
wrongdoing is ignorance. The right should be taught and encouraged, the
wrong discouraged. Knowledge is like wings for development or a ladder for
the ascent of the individual. Students should show the results of their
learning through their lives, deeds and actions. Each child, according to
his/her individuality and capacity, should be encouraged to reach the
highest levels of achievement and taught to self assess progress on a
daily basis.
The standard of truth can be found through
our senses, reason, tradition and intuition. Each of these methods is
faulty, but used together can serve as a fairly reliable source of truth.
The sciences and religion considered together also offer a balanced source
and standard of truth.
We should all strive for excellence and
promote learning and knowledge. Excellence should be the standard for
whatever we are developing. Excellence will have both a group and an
individual meaning. Each person can be excellent at something and everyone
can provide some service. We should train our students for excellence in
whatever endeavor they choose. Education is a necessity; it is the
foundation of human excellence, prosperity, joy and glory. Most people
today tend to be superficial in their thinking, feeling and doing. Part of
this is the result of the low standards in our society.
Teachers themselves should exemplify
excellence in teaching and high standards in their lives. They should be
well educated and refined, well grounded in psychology and pedagogy, and
dedicated to excellence and education. Education should be systematic and
organized to facilitate this learning. Like medical doctors do for the
body, so can teachers so for the KLW; first diagnose the problem then
prescribe the remedy using the highest scientific and ethical standards.
Learners need to make ongoing assessments of and adjustments to their
learning.
The human being is the highest value in
our world, and the KLW creates categories of standards that can be
assessed relative to truth, unity, and service. Through action, we can
demonstrate and assess the degree to which our TW is developed. Children
must be trained to be excellent in knowing, loving and willing. Good and
bad are relative terms. Good is the moving toward the developing of the TW
and bad is what hinderers its development. All individuals should strive
for the standard of being the source of good.
Conclusion
The thoughts expressed above have been
inspired by or derived from the Bahá’í writings, psychology and education.
Both body and soul (KLW) have innate (spirit), inherited (body) and
acquired (education) characteristics. Both are actualized through
interaction with environment. Learning is a proactive and reactive process
between the body and the soul. The body is an instrument and vehicle for
the soul’s development. Innate/natural capacities (KLW) are all good when
used with good motives, but can be bad when improperly used. These
abilities must be disciplined and trained according to laws of
development. These competencies require self-improvement.
When our TW is spinning or twirling, we
are developing or realizing our potential, which can be considered our
purpose in life. The social structure the teacher creates will determine
the extent each individual TW will feel free and be enabled to spin.
Teachers are to act morally to create a moral order in their classrooms—to
act with truth, love and justice—so both individual and social good are
served. As the education and training of children help them realized their
potential, they can be considered among the most meritorious services one
can perform in the world.
We grow intellectually analogously to how
we grow physically: we take in, assimilate, utilize, grow and develop. Not
all that we physically take in is good or useful. Like physical growth and
health, intellectual growth can be in a healthy way or not. Not all
knowledge, love, actions or reactions are beneficial. There are many
mistakes and errors made in this process of refining our TW. Stages of
growth result from creation, expansion and consolidation of capacities.
Educators can create environmental
influences and guide learners’ responses in healthy ways to develop their
individual cognitive, motivational and social faculties. An individual is
like steel, which needs education, refining and forming to be made
valuable, and which left on its own becomes corroded with desires and
ignorance.
Developing human potential is the process
of using will to develop and then translate knowledge and love into action
and living our lives with love and knowledge. It is only in moving out on
the TW that we can gain a truer perspective of ourselves and reality. As
we move away from the center self-attraction outward to higher powers, we
obtain a truer knowledge of self and become a better person. If we focus
on material and selfish aspects of life, the hub of our TW becomes over
developed and hampers development. The more the KLC blades grow the more
they can turn the TW and develop our potential. All three potentialities
must turn together for the individual and society to grow, develop and
advance.
Education can be divided into three kinds:
material, intellectual and spiritual. Material education is the education
of the physical body, intellectual education relates to civilization and
intellectual development and spiritual education is the acquiring of
virtues. These three types of education can also relate to the three
blades of the TW: material for the willing blade, intellectual for the
knowing blade and spiritual for the loving blade. Each must be developed.
Education should cover all three aspects: the physical, intellectual and
spiritual. Each level is progressively more difficult to measure, but
standards and assessments can be made for each. Health and nutrition are
the primary sources for developing the first; family, schools, and society
the second; and religion the last.
Physical education is to assist the whole
person, nurture and strengthen the body and develop bodily soundness and
health through such things as proper care of the body, outdoor activities,
play and athletics. Intellectual education relates to those activities
that distinguish humans from animals, that contribute to the advance of
civilization and that are of use and benefit to the world, such as useful
arts, crafts, trades and sciences. Spiritual education is more important
than all the others in that it inspires, guides and regulates all other
education in healthy ways. This involves moral education and the acquiring
of spirituality, morals and virtues. The full and proper development of
the TW capacities can be called spirituality or spiritual growth. Morality
furthers the advance of that process. Education according to this view is
a spiritual and moral process and the highest forms of knowing, loving and
willing are knowledge of God, love of God and abiding by the will of God.
References
Atman, K. (1987). The Role of Conation (Striving) in the Distance Learning Enterprise. The American
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Bandura, A. (1997). Self-efficacy: The
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New York: W. H. Freeman.
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Figures
Figure 1. Comparison of Human
Capacities
|
Know |
Love |
Will |
|
See
Head
Mind
Cognitive Domain
Cognitive Psychology
Truth
Logic/Epistemology
Truth
(Secular Humanist) Reason
(Hindu/Buddhist states) Subtle
|
Feel
Heart
Soul
Affective Domain
Humanistic Psychology
Unity
Ethics/Aesthetics
Beauty
Compassion
Casual
|
Act
Hand
Body
Conative Domain
Behavioral Psychology
Service/Justice
Metaphysics
Good
Courage
Gross
|
Figure 2. Twirly Whirly Model
|