Part I in this series was well-received and it lays out the groundwork for Part II–
I’ve highlighted three elements that are part of a larger concept that psychologist Benjamin Bloom identified for his learning model widely known as Bloom’s Taxology. Anyone who wants to teach or to transform information into a useful body of personal wisdom would find his work very interesting.
He identified three “areas” of Learning as:
I. Cognitive Learning (Mental skills and Knowledge)
II. Affective (Growth in Feelings and Emotional Areas)
III. Psychomotor (Manual or Physical Skills)
According to Bloom, collecting information and remembering data are considered the beginning, or bottom rung, of Cognitive Learning. And Creating is the top rung.
And here’s what the Cognitive Domain looks like in Bloom’s pyramid:
I have observed that many teachers teach from the place of collecting and remembering information, and then maybe have stepped up onto the level of Understanding what it means to them. This is a good start. But as a teacher for others, you need to get to the top 1-3 parts of the pyramid to be truly effective.
Bloom’s other two learning domains, Affective and Pyscho-Motor Learning, are more “Counter Culture” in transforming information into a body of useful personal wisdom to help others. There is obviously some overlap of all three domains because we each are unique individuals who find our own ways.
For the purposes of this article, I would like to highlight THREE aspects of learning, one from each domain, for you to consider.
1. Divergent Thinking means generating multiple ways of taking the data and finding new ways to address a topic or find solutions to a problem. This kind of thinking has become a hot topic for the study of brain function in creativity.
Divergent thinking occurs in a spontaneous, free-flowing, ‘non-linear’ manner. It does not move from a to b to c. It prefers to zig when everyone else is zagging. It thrives in solitude, uncertainty and the imagination. It makes useful connections among unrelated pieces of information. The manner in which divergent thinking takes place is unique to everyone and everyone has to discover their own ways to develop and allow it.
Convergent thinking, on the other hand, is the ability to apply rules to arrive at a single ‘correct’ solution to a problem, such as an answer to an IQ test question. This process is systematic and linear. Both styles of thinking are important and meant to work together.
1. Somatic Re-Education of the Body and establishing the realization that your body carries its own wisdom.
This connection has been severed in the culture in which we live, but has revived among singers, dancers, actors and athletes because our art is the stuff of which this connection is made. The reason I place such fundamental importance on learning through somatic re-education is that western culture is still imbued with the notion that all worthy learning takes place in the brain and “higher realms.” Oh my goodness, no. no no no. I have had to learn, through an unusually severe health history, that the body learns and holds information too, and is meant to take its place as an equal with the brain and heart center. Sometimes the heart needs to heal before the body can heal. Sometimes the body needs to heal before the brain can work well. Somatic Education helps us reestablish how our bodies and minds are meant to function together, and is especially important as we age.
Alexander Technique, Feldenkreis, Yoga, Rolfing, Nutrition etc., and other modalities are all methods of somatic re-education. But the effect it has on you is directly related to the kind of teaching you receive.
1. Development of Emotional Intelligence
Emotional Intelligence can be a natural gift which seems to be more hard-wired in women that in men. But it can be developed in anyone. It is the capacity to be aware of, control, and express one’s emotions, and to handle interpersonal relationships judiciously and empathetically. E.I. is now being taught in business schools like Wharton and Case Western Reserve as a necessary tool in what is called “Resonant Leadership.”
Other ways of developing this part of Affective Learning are through counseling and modeling behavior of other emotionally intelligent people. Time Magazine published a recent article which, at the end of an article on drugs and depression, lists drug-free ways that have all been scientifically proven to have transformative effects on emotions and in handling interpersonal relationships well: Exercise, Cognitive Behavioral Therapy, Behavioral-Activation Therapy, Mindfulness Training and Transcranial Magnetic Stimulation.
(I totally understand the need for the right drugs in the right doses, monitored by a health care professional. I have suffered from diagnosed clinical depression in which drugs were life-saving and enabled me to function. I eventually was able to move off the drugs through diet that was right for my body and some of the above therapies. This, in no way, is medical advise. JUST INFORMATION!)
Conclusion to a long blog post…
These aspects of turning information into something useful are true for anyone in any field. Many life-long learners and some of your favorite teachers are using these steps to teach, even though they may not be consciously aware that Learning Theory has names for the processes. Are there any Vocal Pedagogy graduate programs out there including Bloom’s theories in the coursework? The steps can be cultivated and are incredibly rewarding. Those EUREKA moments and connections are the stuff of ecstasy!
Life is about experiencing ALL the aspects of learning, not just running around devouring and acquiring new information and others’ ideas. And don’t panic. You have Time to realize learning is life long and no one is ever finished. I started teaching music when I was 13 years old, had my first paid singing gig at 18, and am now 61. It sure did not happen all at once.
Please like, comment or share this post if you found it useful. Thank you for being here!
Also check out this video by Sir Ken Robinson