Chapter 13. (part)
Dynamics of Learning: Approach of
13.1 Introduction to Ecology of Learning
We introduced ecology of learning within the framework of our research
into human self-organization as a study of the web of dynamic
interrelationships and interactions of agents, factors and conditions
affecting the process of learning – a process vital for sustaining life
on the planet and stimulating realization of the self-organizing
of people (Dimitrov, 2002).
Plants and animals ‘learn’ to adapt to the environmental changes in
order to survive, reproduce and increase their fitness. Some animals
easily learn to follow human instructions and develop behavioural
patterns classified by people as "clever", "friendly", "faithful", etc.
Similarly to the other species, people learn how to better cope with
the changes in the environment. Some people go further: they learn to
aware of the events of their experiences and make sense of them not as
isolated phenomena but in connection with one another. For others,
learning constitutes the meaning of one’s live; they learn to grasp the
wholeness of existence and express it through their experience and
behaviour, feelings and thoughts, words and actions.
Ecology of learning sees learning as a holistic process – process which
requires from us not only to think, contemplate and make decisions, but
also to feel and intuit, inspire and be inspired, love and care for one
another. Together with our minds, our hearts and souls are also
factors vital for manifestation of human creativity, and without
creativity learning is a mere repetition of knowledge borrowed from
books and experts.
At the level of human interactions with nature, ecology of learning
promotes people's action for sustaining continuity of life and the urge
inherent in natural dynamics towards fulfilment, renewal and evolution.
At the level of interpersonal relationships, ecology of learning
promotes mutual sharing of experience and knowledge, and stimulates any
wholesome realization of people’s will to help and care for each other.
At the level of an individual, ecology of learning supports individual
efforts to have a healthy and fulfilling life.
In the context of our research, the mission of ecology of learning is
to be as a catalyst of human dynamics of enlightenment.
13.2 Ecology of Learning and Fuzziology
When exploring fuzziness inherent in the realization of human capacity
for understanding, learning and knowing, fuzziology postulates that
capacity grows from within and cannot be implanted or imposed from
without (Dimitrov, 2002a). The same postulate lies at the basis
the ecology of learning.
Similar to one’s understanding and knowing, learning is a
self-organizing process, and any self-organizing process in nature
from inside out. The universe expands due to forces that emerge from
inside of its whirling dynamics. Every single seed grows from inside
when the outer conditions do not impede but stimulate this growth; in
much the same way our learning, our understanding and our knowing grow.
They expand and grow from inside out following our inner urge and will
to learn, understand, know and thus realize our potential, whenever
there are conditions for this. Hence, there is an important role
for human society to play in the process of learning: not to impede,
to stimulate our yearning for wisdom.
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