Who said we learn by doing. Learning By Doing Quotes (79 quotes) 2022-11-06
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The famous quote "We learn by doing" is often attributed to the Greek philosopher Aristotle, who is known for his contributions to a wide range of fields including ethics, politics, and education. However, it is unclear whether Aristotle actually wrote or said these exact words, as they do not appear verbatim in any of his known works.
Despite the uncertain origin of the quote, the idea that learning is an active process that involves doing and experiencing rather than simply passively receiving information is a central tenet of many educational theories. The concept of experiential learning, which emphasizes the importance of hands-on experiences and problem-based learning, is based on the idea that we learn best through active engagement with the world around us.
There is a wealth of research supporting the idea that we learn more effectively through hands-on, experiential learning. For example, studies have shown that students who engage in hands-on activities and projects tend to have a deeper understanding of concepts, retain information longer, and are more motivated to learn. Experiential learning can also help to develop important life skills such as critical thinking, problem-solving, and teamwork.
In conclusion, while the exact origins of the quote "We learn by doing" are unclear, the idea that learning is an active process that involves doing and experiencing is supported by a wealth of research and educational theories. Whether attributed to Aristotle or not, this idea is a powerful one that highlights the importance of hands-on, experiential learning in the education process.
What
We can call such a set of actions a scenario. How do we do this? Basically, they were copying what they were told. What was the first French-American joint venture in wine growing? The most important thing is insight, that is. They suppose that it teaches real life skills, but what about facts, the darlings of the "drill-them-and-test- them" school of educational thought? After all, wouldn't the students be better off with a survey of work in the field without attempting to teach them micro-scripts that take a very long time to learn and which they may never use? The problem with this word, and why we feel the need to avoid it, is that the word has no clear definition -- nearly anything can be a skill. One should not confuse scenes with micro-scripts, although it is quite easy to do so. I have had to learn each many different times.
The idea of a curriculum is that a school has the right, indeed the obligation, to say what should be learned about a given subject. Why shouldn't memorizing a list of biological terminology be a skill, for example? It looks like the real thing. So I hesitate to say that it has its place after all. Micro-scripts tend to decay in memory if they are not used. It is a lot easier to show you because the memory for such procedures is in the procedures themselves. This self-correcting behavior can only take place when one has been made aware of one's mistakes and when one cares enough to improve.
It is we who see through our human capacity of visual perception. This is not just an issue of simply motivating learners to want to learn something. Doing this allows for the creation of goal-based scenarios that entail the learning of many different and often unrelated micro-scripts in the pursuit of a goal. The right time was when I wanted to know them, a time that could only have been determined by me and not a teacher. . Managing people is not a micro-script, but making sure that a job is done on time and within a budget is.
John Dewey · Learning by Doing · Pedagogy for Change
In addition, the undergraduates were engaged in the process of getting As by learning what they were told. Within Lean active learning is an important aspect on this journey because without learning we can not improve. Take for example, the micro-scripts mentioned earlier, programming your VCR and sending e-mail. What was the best year for Bordeaux in the last 30 years and why? Such a scenario would cause participants to have to develop strategies for getting along with other team members, reasoning about the complex domain, and communicating the results. Further, it also makes sense that one can't learn to fire somebody except by firing somebody. It becomes obvious, therefore, that they are not abilities at all.
This often means tests with quantifiable measures, which more often means measures of vocabulary often called concepts rather than measures of actual achievements. What are the implications of this for education? This can be done because cars are relatively inexpensive and relatively safe. It is not taught to enable students to do anything. No one teaches it to us. The skills they have, bring to life any training session, and the ensuing learning opportunities extend far beyond the talk and chalk type training, favoured by so many. Thus, no matter what else a course is intended to teach, if it has a format that includes using a group, it will also cause human relation strategies to be developed individually, by each participant, that, like TOPS are domain independent. If we abandon the idea of easy measurement of achievement, then we can begin to talk about exciting learners with open-ended problems and we can begin to create educational goals such as learning to think for oneself.
Learning to do them comes from the results they bring. By the same reasoning, if we want students to understand music theory, they should have to create some music first. The skill of button pushing is not a particularly interesting one, nor is it the difficulty that would-be VCR programmers encounter that makes them incapable of getting the right program taped at the right time. Writing a report is a set of micro-scripts. Let's consider these types one at a time. I am writing this in the morning, following my normal routine of spending an hour reading the Chicago Tribuneand the New York Times. The seven-year-olds study prehistorical life.
I also read in the Timestoday an account of a murder being tried in Louisiana involving a Japanese student who was looking for a Halloween party and unfortunately knocked on the wrong door. It works because the strategy allows you to actively engage with the information and piece by piece acquire knowledge for yourself. The argument here is that musical education ought to begin with learning to play an instrument and that, after the many micro-scripts relevant to an instrument have been learned, students will be better able to appreciate the work of musicians who have gone before them. When they watch television, they learn about the day's events. What has happened to scripts in all this? We assume these things because we know the sushi bar script. Partly because it submitted pure intellectual, detached knowledge that belonged to the past — and partly because it was based on the inaccurate assumption that children are listening creatures.
But looked at in terms of micro-scripts, it becomes clear that the skill involved is a cognitive micro-script involving memorization. On the other hand, students will easily acquire micro-scripts if they are acquired in the natural course of the pursuit of a goal that is of interest to the student. This distinction is not that important here and we shall use the term micro-script to refer to a mental entity which might actually involve a mix of all three types of micro-scripts. Of course, such things are difficult to measure, but one cannot help but feel that we'll know it when we see it. For this reason, it might be better to describe the substance of what we want people to learn about these phenomena as participation strategies. Whereas it seems obvious that higher order animals can learn micro-scripts because they too have physical goals, it is less obvious that animals other than humans have knowledge goals.
