A great way to understand what’s going on in a child’s brain is to look at the three main areas that are responsible for learning.
The main reason the term “learning” comes up over and over in the scientific literature is that it’s an important part of our thinking process. It’s important because it’s the “work” of the brain that we think we’re trying to do, and that’s why it’s the “work” of those other areas. We should be able to distinguish the two ways to do it, by studying the different parts of the brain and focusing on learning.
Its kind of like, how does our brain tell us we know what we know. We know we know something. We know we know we know. We know we know we know we know. We can only learn if we know that we know. Its important because its not a matter of learning, but rather, a matter of knowing itself.
So yes, you can learn, but it has to come from a place of knowledge and understanding. Of course, it takes time, but learning is the key. That time is not so much about knowing how to learn but rather knowing what you know. If you don’t know that you know, and you don’t know what you know, then you are essentially just a brain in a jar.
It seems like we have this issue in education too. Every time we start teaching a new group of people something, we are often teaching them things that we already know. You know the old saying, “you can’t teach an old dog new tricks.” That’s because the knowledge isn’t new in itself but rather the new knowledge is old. Similarly, we are taught to learn to do new things.
A lot of the time, we learn to do new things by teaching them things that we already know. For example, when you learn to drive you learn how to do it by driving around town and learning how to drive through the city, and when you learn to read you learn how to read by actually reading. We learn how to do new things by teaching them things that we already know.
In elementary school, students are taught to read by teachers who have had little formal training. They learn to read by watching books and reading the books themselves. When they are in middle school, they learn how to read by reading books and then practicing at the bookstore. When students start high school, teachers teach how to read by reading books and then practicing at the bookstore. The same thing happens with math.
Teachers and students do the same thing with math. In high school, they learn how to read by reading books and then practicing at the bookstore. In college, they learn how to read by reading books and then practicing at the bookstore.
It’s interesting to note how our two schools of education, special education and high school, seem to interact. In high school, teachers teach students how to read by reading books and then practicing at the bookstore. In college, teachers teach students how to read by reading books and then practicing at the bookstore.
The book-reading teacher is the one who is actually teaching the students to read. In both situations, the teacher is teaching them how to read. And in both situations, the teacher is also teaching them how to read. And in both situations, the student is learning the book-reading skills. Because the book-reading teacher is not doing his job of teaching the students how to read. He is teaching the students how to read by reading books.