Humankind seeps knowledge through the various activities that happen within his realm. The active experiment of learning and having passive observation go hand in hand, but restricting the human mind to these two forms of knowledge is wrong. The action of hearing out someone is not technically passive it involves activity and observation incorporates stimulations of sensory organs. The student who sits in class will not be participating in observation knowledge if the eyes that are expected to view are shut. The activity of hearing or observing is already participatory though it is considered theoretical. The human mind is able to take thing s a notch higher when someone indulges in the activities of what he or she was taught.
Learning from observation is a common activity and has been accepted culturally as a societal norm (Feden & Vogel 2033). Learning in different scopes of knowledge does not have a unilateral way of transmitting the knowledge. For example, the teacher who teaches a certain language cannot have the students listening only. The teacher should include a certain lesson in which the students talk in the language that they practice. The terms of observational learning in most psychological analysis are known as social learning, observational learning, and vicarious learning. Learning through observation involves the use of real time observations, video tapes of humans, cartoons, or listening of audio tapes.
The observation of some activity can produce knowledge though it will not be able to cement the experience without actively participating in the knowledge actively or collaboratively (Millis & Cottell 1998, 34). The teaching that we get in class where the students sits and listens to what the teacher says is passive acquisition of knowledge. When the teacher pauses or asks us (the students) to discuss with our colleagues what we have learned, the form of getting knowledge is called collaborative knowledge. The holding of conversations between persons who have received knowledge usually entails the exchange of that knowledge.
The introduction of learning activities leads to the creation of a deeper understanding. However, the question lingering is whether acquisition of knowledge is through observation and active participation alone. The knowledge of everything can be acquired by observation and active participation. If you have to learn to paint, you have to observe a painter at work and then take up a paintbrush and a piece of canvas to express what you have learned. The act of learning is always induced by an act of seeing an activity being done by another or having the knowledge imparted to you.
The teacher is always at a crossroad whether to explain through activities or through theory. The knowledge however of something emotional or in language can be spontaneous. The emotional part of moving away from the things that hurt you can be influenced by experiences but also it can be spontaneous. Impatient people cannot be influenced to be involved in waiting for things. This means that they learnt something and it means that they understand their selves. Surely, learning of one’s self is also learning and it is the most important aspect of learning. The knowledge of oneself is like the operating system of our being.
The knowledge that has to do with ourselves is not always known through activity or by observing our selves. The increase in knowledge of one’s self is important and it is increased by meditation. The knowledge of one’s feelings and character is an inner depth process. You cannot observe others to know whether you take something as offensive. It just relies on your feelings and your emotional perception of it. Therefore, though observation and active engagement a person can learn more about himself or herself.
To compare and contrast the nature of our feelings we can observe the differences of how we take things and how others take things. The differences in learning ourselves can be reviewed through observation, participation, and meditation. The observation that other people are different has to be through comparison and contrasting.
The knowledge of what other people do and how they handle situations is always better to make us learn of ourselves but the best knowledge of ourselves is that of our inner understanding (Vesta & Smith 1979). The participation part of self-knowledge involves putting ourselves out there; it would take some relationships for one to know what kind of people they would consider as friends. In meditation, one requires understanding himself or herself through internalizing how he feels during specific moments or when decisions are made. For example, the way you dress in the morning and how it makes you feel does not rely on observation or active participation. To dress appropriately and be confident about it does not require either observation or active participation, it requires the spontaneous feel and sparkle moment.
The knowledge I have learned to this day as a student of the theory of knowledge is that the user of knowledge is primarily of importance to the acquisition of knowledge. Is it only right that I therefore, know myself well while I am on the quest of gaining knowledge? The knowledge that is gaining importance is that of observation and actively participating in work and activity but little is said on emotional knowledge. The student who wishes to study engineering will employ observation and participation to increase his knowledge but deep down if he does not know whether the course is the right choice for his personality, then he or she needs to have emotional knowledge of the situation (Feden & Vogel 2003).
Do the things we know supersede who we are? In the case of learning, they do not. It is only after knowing how the things you learn will add value to your life that you can have zeal in knowing them (Lipsey & Wilson 1993, 1124). To some knowing about playing music is better to fulfill yourself than it is to play the actual music. The understanding of the self requires that you find what fulfills your inner passions and desires. Once that is known you go out, do it, and hope that in the process it will lead to the fulfilling of the desires of others.
The best situation to analyze the question of whether the brain retains knowledge by observation and active participation alone is to assess problem analysis. When the knowledge of what we have seen or done alone is employed then it can lead to solving the problem but sometimes a little more is needed. The power of knowledge should not be contained. Knowledge should be all-inclusive and no specific way should be regarded the right way of attaining knowledge. To solve some problems we would need to combine all observation, active, and internalization of problems.
Most problems of the society now would not require the knowledge of observation or active participation but also self-understanding. If we want to know why the use of guns is regarded as a societal problem, it should come from within us to know who we really are. Are we exposing ourselves to excessive violence? Are we irresponsible in our parenting?
Problem based learning involves the internalization of knowledge as much as it requires the acquiring of knowledge (Albanese 200, 729). To solve a problem one needs to identify with the situation, to identify with the situation it takes the essence of the person, therefore to identify with the knowledge of the situation a person requires to understand himself or herself. Understanding the situation requires the person to understand himself.
In mathematics the observation and practice of one’s efforts enables one to grasp the knowledge. For example, to know that two plus two is four we would need to observe and then practice it. An accountant can know the monetary value or units of expenses but he or she cannot come to understand the efforts of the staff and their dedication to the company. This would only need the understanding and the emotional feel of and participation in the work done. To know what the staff are motivated in is also knowledge, this knowledge is not describable in numbers, figures, and formulas.
The dissipation of theoretical knowledge requires more than just theory it requires some application. The application is not always robotic it has a feel to it. To feel the knowledge and to quantify what others feel in a certain project would require more than just observation and active participation it would require knowledge of the emotional.
Millis, B., and P. Cottell, Jr. Cooperative Learning for Higher Education Faculty. American Council on Education, ORYX Press, 1998. Print. Feden, P., and R. Vogel, Methods of Teaching: Applying Cognitive Science to Promote Student Learning, McGraw Hill Higher Education, 2003. Print. Lipsey, M.W., and Wilson, D.B., The Efficacy of Psychological, Educational and Behavioral Treatment: Confirmation from Meta- Analysis. American Psychology, 1993, Vol. 12, p. 1181–1209. Print. Di Vesta ,F., and D. Smith. The Pausing Principle: Increasing the Efficiency of Memory for Ongoing Events. Contemporary Educational Psychology, 1979, Vol. 4. Print. Albanese, M.,Problem-Based Learning: Why Curricula Are Likely to Show Little Effect on Knowledge and Clinical Skills,” Medical Education, 2000, Vol. 34, No. 9, p. 729. Print.