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Internet Book of Shadows, (Various Authors), [1999], at sacred-texts.com
LEARNING
(K) 1987 by Jehana.
Disseminate freely if copied in entirity
The learning process can be examined as a three-tiered model
(remembering
that, as always, the map is almost always not the territory). The
three tiers
I shall examine are:
* Absorption
* Integration
* Expression
Forany reasonableapproximation offull andcomplete learningto
have occurred, all three stages are necessary. One might argue that
there are different types of learning, and that each of these types
have their own requirements; or that science must be learned
differently than philosophy, but I think there are fundamental
similarities governing the learning of all types of things -- the
emphasis and mechanisms may change, but the underlying principles
apparently remain.
Absorption isthe actof takingthe externaland bringingit into
the internal. Absorption may involve the cramming of information for
final exams; it may involve the day-to-day experiences of life; it may
involve the shattering emotional impact of traumas. However, this
emotional impact is not reacted to at this stage of the learning
process. Absorption is the coming aware of information, whether for
short or long term, from the whole body of constant information
bombarding the physical senses at all times. Not all that is
witnessed or studied becomes absorbed -- the human mind needs a
filtering agent.
Integrationis aninternal process,where theknowledge recently
gained is integrated with what is already in the mind. No mind ever
starts out as a vacuum, despite the efforts of generic television to
assume this. Not all that is absorbed is integrated -- that which
falls into short-term memory is not; nor is material that is studied
simply to know for the knowing's sake. A deep and thourough internal
integration of material is not necessary in all fields of study,
although to some extent this takes place in all devotees of a subject,
whether it be mathematics, engineering, art, or philosophy. This
integration leaves its touches upon the person, and will affect
his/her filtering for material to absorb in the future. Be advised
that some integration is voluntary; while other integration is
involuntary. The actual process of integration bears no relation to
what Other People Are Doing (although one may integrate a dependency
upon others, for instance.) A conscious awareness of integration is
fostered in the study of certain religious paths (such as the Craft)
and in many of the philosophies, as well as in many of the arts. The
necessity for the stage of integration is one reason why the learning
of anything of internal value generally takes time -- there are no
Instant Philosophies which work.
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Expression is essential for communication. It is a step
shallowly expressed in the regurgitation of information on a
quickly-studied exam, but when dealing with philosopy, art, or
livelihood, it should be of more durable quality -- in other words,
expression should be tempered with the fires of Integration.
Expression may be involuntary (the fright reaction from a phobia), or
it may be voluntary -- but the most fervent Expression is rooted
within the internal regions of the being, and is not the shallow sort
of expression related to acting the way other people expect you to
act; for simply the purpose of scratching that itch of satisfaction
(gaining or giving satisfaction). The most useful forms of Expression
occur in taking that information which one has both Absorbed and
Integrated, and then Expressing it. However, needless to say, some
forms of Expression (ie, phobias) may be well-integrated and absorbed,
but are counterproductive to happiness. The true conscious learner
must therefore take a hand in what he/she decides to learn/unlearn
(the steps involved in the process of Unlearning are the same as those
in the process of Learning.)
*Absorption and Expressionwithout Integration ismindless and
empty reading/living. One may as well be a parrot. Absorption and
Integration without Expression is hypocritical and/or schitzophrenic.
*Integration and Expression without Absorption permits no
external influences to have any bearing on thought -- one may as well
be autistic.
*Expression without Absorptionencourages fallacies,untruths,
and easy answers.
All portions of the Absorption, Integration, and Expression cycle
are necessary for true learning to take place. While much of the
current school system as set up in today's society emphasizes the
Absorption and the Expression stages, leaving the Integration process
to be assumed, children still do grow up learning to emulate and
integrate the values that impinge upon them. (Not all these values
are necessarily beneficial -- the learning process does not always
rely on those values externally professed, but does pick up on those
implied on a deeper level.) Therefore, say, a geography lesson need
not be Integrated within the student, as a study of values or personal
transformation should most definitely be. A student has, through life
experiences, already Integrated a system of functioning; of viewing
the world. (Indeed, the student may have Integrated a varying set of
systems -- this often leads to internal conflicts, which really should
be resolved. Within certain alternative Philosophies, Integration of
other ways of viewing the world and the person is done in a more
purposeful manner. The student learns that true learning is not in
rote memorization but in the acceptance and the working with of all
three stages of learning. Also, the student learns to realize that
Integration is a personal stage, wherein the information absorbed
interacts with that he/she has already Integrated during life --
therefore this Integration may definitely not resemble the Integration
process of another student in the same class. Nor should Expression
be forced (at least when dealing with the momentous events of a
life-philosophy -- it should come from the heart -- in other words, it
should come from the Expression of the Absorption and the Integration
the student has undergone, rather than from what someone else has
decreed to be Proper).
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