The Book of Learning and Forgetting

1. Learning is a Constant, Effortless Process, Not a Chore

Learning is not hard work.

Inherent Learning: We are always learning, whether we intend to or not. This constant learning is not a result of deliberate effort but a natural byproduct of our experiences. It's like breathing; we don't have to consciously try to do it, it just happens. The real challenge isn't learning itself, but creating the right conditions for the desired learning to occur.

Effortless Absorption: The most profound and lasting learning often happens without us even realizing it. Think about how you learned to speak your native language, or how you picked up the nuances of your local culture. These weren't the result of formal instruction, but rather a process of effortless absorption from our surroundings. This type of learning is permanent, unlike the temporary memorization that often results from forced study.

Shifting Focus: The problem isn't that people aren't learning, but what they are learning. When we struggle to learn, we often learn that learning is a struggle. The focus should shift from forcing learning to creating environments where learning happens naturally and enjoyably. This means prioritizing comprehension, interest, and confidence over rote memorization and forced effort.

2. Identity, Not Just Information, Drives True Learning

All learning pivots on who we think we are, and who we see ourselves as capable of becoming.

Self-Perception: Our sense of self, our identity, is the foundation upon which all learning is built. We learn from the people and groups with whom we identify, and we become like them. This is why the company we keep is so important. It's not just about the information we receive, but about the kind of person we believe ourselves to be.

Club Membership: We join "clubs" – communities of people with shared interests and values – and in doing so, we establish and build our identities. These clubs can be formal or informal, but they all shape who we are and what we learn. We learn vicariously, by observing and participating in the activities of the club, and we learn permanently, because these experiences become part of our identity.

Vicarious Learning: Learning is not just about what we do ourselves, but what we see others doing. We learn by observing the actions and attitudes of those we identify with. This vicarious learning is powerful and lasting, and it's why it's so important to surround ourselves with people who embody the qualities we want to develop.

3. We Learn From Those We Identify With, Not Just From Instruction

You learn from the company you keep.

Influence of Others: The people we spend time with have a profound impact on who we become. We learn their habits, attitudes, beliefs, and skills, often without even realizing it. This is why parents are so concerned about the company their children keep, and why we all tend to gravitate towards people who share our interests and values.

Beyond Formal Teaching: Formal instruction is only one small part of the learning process. We learn far more from the informal interactions and relationships we have with others. This is why apprenticeships, mentorships, and collaborative learning environments are so effective. They allow us to learn from the experience and expertise of others.

The Power of Identification: We don't learn from everyone around us, but from those with whom we identify. This identification is the key to unlocking the power of vicarious learning. When we see ourselves as members of a group, we are more likely to adopt the behaviors and attitudes of that group. This is why it's so important to create learning environments where everyone feels a sense of belonging and connection.

4. The "Official Theory" of Learning is a Recent, Flawed Invention

The official theory that learning is simply a question of effort is so endemic that it is widely regarded as unchallengeable, natural, and time-honored, a matter of “getting back to basics.” But the official view is none of these; it is relatively recent and totally artificial, a theory contrived solely for purposes of control, first in experimental laboratories, then in classrooms.

Artificial Construct: The idea that learning is hard work, requiring effort and control, is not a timeless truth but a relatively recent invention. This "official theory" was developed in experimental laboratories and then imposed on classrooms, primarily for the purpose of control. It is not based on how people naturally learn, but on how they can be made to conform.

Nonsense-Based: The official theory is based on studies of learning nonsense syllables, not meaningful content. This means that it is fundamentally flawed and does not reflect how people learn in real-world situations. The theory also ignores the fact that forgetting is inevitable when learning is based on memorization rather than understanding.

Control Over Learning: The official theory is not about promoting learning, but about controlling it. It emphasizes standardization, testing, and external rewards, all of which undermine the natural, effortless process of learning. This theory has become so ingrained in our educational systems that many people can't imagine an alternative, even though it is demonstrably ineffective.

5. Testing and Control Undermine Natural Learning

The official theory that learning is simply a question of effort is so endemic that it is widely regarded as unchallengeable, natural, and time-honored, a matter of “getting back to basics.” But the official view is none of these; it is relatively recent and totally artificial, a theory contrived solely for purposes of control, first in experimental laboratories, then in classrooms.

Focus on Scores: Testing has become a central part of education, but it often focuses on what students don't know rather than what they do know. This emphasis on scores and grades creates a culture of competition and anxiety, which undermines the natural process of learning. It also leads to a narrow focus on memorization rather than understanding.

Segregation and Discrimination: Testing is often used to segregate students into different ability groups, which can be harmful to both high- and low-scoring students. Low-scoring students are often labeled as "learning disabled" and given less help and encouragement, while high-scoring students are often pushed to perform rather than explore their interests. This system of segregation and discrimination is a direct result of the official theory of learning.

Distraction from Real Learning: The focus on testing and control distracts from the real purpose of education, which is to foster a love of learning and to help students develop their unique talents and abilities. When learning is reduced to a series of tests and exercises, it becomes a chore rather than a joy. This is why so many students leave school feeling disillusioned and disengaged.

6. Logistical Thinking and "Problem Solving" Harm Education

The problem, if there is one, is not in the classroom but in the underlying theory of the nature of learning and teaching that leads to so much inappropriate control of classrooms.

Military Model: The application of logistical thinking to education, inspired by the Prussian army, has led to a rigid, hierarchical system that prioritizes control over learning. This model treats students as raw materials to be processed and teachers as technicians who implement pre-determined plans. It ignores the human element of learning and the importance of personal relationships.

"Problem" Focus: The "problem-solving" approach to education treats difficulties as isolated glitches in the system rather than as symptoms of a flawed underlying theory. This leads to a focus on patching up problems rather than addressing the root causes of educational failure. It also ignores the fact that many of the "problems" in education are actually disasters that cannot be solved by tinkering with the system.

Centralized Control: The logistical approach to education emphasizes centralized planning and control, which removes power and autonomy from teachers and students. This system is designed to ensure uniformity and predictability, but it often fails to meet the diverse needs of individual learners. It also creates a culture of compliance rather than creativity and innovation.

7. Technology Alone Cannot Replace Human Connection in Learning

There will be no one for learners to identify with because all corporeal bonds will be gone. Only image will be left—a sound, a picture, a presence no more lasting than the flicker of a pixel.

Information vs. Experience: The focus on technology in education often prioritizes the acquisition of information over the development of understanding and experience. While technology can be a useful tool, it cannot replace the human connection that is essential for meaningful learning. Learning is not just about acquiring facts, but about developing relationships, values, and a sense of self.

Loss of Human Element: The increasing reliance on technology in education threatens to eliminate the human element of learning. When teachers are replaced by computers, students lose the opportunity to learn from the experience and wisdom of others. They also lose the opportunity to develop the social and emotional skills that are essential for success in life.

Artificial Intelligence: The rise of artificial intelligence in education is based on the flawed assumption that computers can replicate human learning. While computers can process information, they lack the intelligence, judgment, and empathy that are essential for effective teaching. The focus on artificial intelligence is a further step away from the classic view of learning, which emphasizes the importance of human connection and collaboration.

8. Honesty and Collaboration are Key to Educational Reform

The first step, in short, is for teachers to uncover the consequences of what they do; what things are good, and what things are not.

Transparency and Awareness: The first step towards improving education is for teachers, parents, and students to become aware of the flaws in the official theory of learning. This requires honesty about the limitations of current practices and a willingness to question the status quo. It also requires a shift in focus from what students should be learning to what they are actually learning.

Collaborative Inquiry: Change cannot be imposed from the top down. It must be a collaborative effort involving teachers, students, parents, and administrators. This means creating opportunities for open dialogue and shared decision-making. It also means valuing the perspectives and experiences of all stakeholders.

Focus on Doing: The focus should shift from teaching and learning to doing. When students are engaged in meaningful activities, they are more likely to learn and grow. This means creating learning environments that are rich in experience, collaboration, and opportunities for self-expression. It also means valuing the process of learning over the product.

Last updated: January 29, 2025