Listening and learning (part two)

Over the past week I’ve been exploring what it takes to become a great learner. After experiencing the ups and downs of my own learning (or non-learning) experiences I’ve concluded that becoming a great learner involves becoming a great listener. 

Listening is a skill that you can develop, and practice. The following exercises will help develop the attentive or active listening skills I explored in the previous post. You can practice these exercises every day, whenever you are engaged in conversation: 

• Focus only on the speaker and what he or she is talking about rather than what you want to say next.  
• Try to maintain eye contact with the speaker at all times. This practice should keep you focused on what the other person has to say, and not so much on what is going on in your mind.  
• Do not interrupt. As simple as this may seem, it is very important that you abide this rule. Just this one thing, done right, represents a great exercise to improve your listening skills.  
• Ask questions at natural pause points throughout your conversations. If you ask questions, people will know that you are listening, you will prevent any possible misunderstandings and you will develop your listening skills.  
• When you do not have a question, acknowledge the other person verbally or non-verbally from time to time, to indicate that you are really listening.

Your listening can also be enhanced by developing awareness of the thoughts arising in your mind. As you notice doubts and obstacles arising, set them aside to make room for new learning. Do all that you can to adopt an open and attentive mind. Open yourself to possibilities, and loosen any preconceived ideas or structures. 

If doubts arise as you read or listen to teachings, ask yourself, can I put this idea into practice and see for myself if it works or doesn’t work? In other words, rather than letting my prejudices dictate my response to the material, I can adopt a scientist’s perspective and experiment with the idea.

To further assess our listening and learning skills we can examine how we receive teachings, whether they in a classroom or in written form. In Buddhist practice we try to abandon three faults in listening to teachings: 

1. The fault of being like a pot turned upside down: we are physically present but so profoundly distracted that no teaching can enter our mind;  
2. The fault of being like a bad smelling pot: we listen attentively but our motivation is wrong, for example we are gathering information to discredit the teacher;
3. The fault of being like a leaky pot: we listen attentively with good motivation but cannot retain what we hear or read.

There are two methods we can use to address the third fault of not remembering. The first is to attempt to recall the essential points of the teaching as soon as possible after the class or reading is finished. The second is to engage in conversation with class mates or study mates soon after a class or reading is done. 

Next I’ll explore another of the steps in becoming a great learner: seeking and relying on a guide, teacher, coach or mentor.

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

Listening and learning (part one)

Lord, grant that I may seek to understand, than to be understood.[1]

One does not have to be religious to see the wisdom in these words. There is perhaps no skill in this world in shorter supply than listening. We are often so interested in conveying our opinion or experience that we become impaired as listeners. Someone else speaks, our mind goes elsewhere.

Yet developing an open and attentive mind is a critical step in becoming a great learner.

There are three main types – or modes – of listening: competitive, attentive and active.

Competitive listening happens when we are more interested in promoting our own point of view than in understanding or exploring someone else’s view. This is the mode used most commonly in debates, and generally works against understanding, and learning.

In attentive or passive listening we are genuinely interested in hearing and understanding the other person’s point of view. We are open. We assume that we have heard and understand correctly but remain passive and do not verify what we have heard. This mode generally works well when attending lectures or large teachings, and is effective in promoting understanding, and learning.

Active or reflective listening is the most effective mode for gaining clear understanding, and advancing one’s own learning. In active listening we are again genuinely interested in understanding what the other person is trying to convey, yet in this mode we are active in checking our understanding before we respond with our own new message. We restate or paraphrase our understanding of their message and reflect it back to the sender for verification. This verification or feedback process is what distinguishes active listening and makes it effective.

Like most skills this is one that you can develop and practice.

Next I’ll explore exercises will help develop your attentive or active listening skills.

[1] From the Prayer of St. Francis

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Preparing your mind (part two)

Previously we looked at general preparation of your mind for learning. Today we engage in specific preparation that we can use before any learning event, be it a class, a reading, or some other learning experience.

Specific preparation
When you begin any program of study, be it self-study, classroom-based or some combination, your mind is often far from the task at hand. You may be thinking about a conversation you had recently, a project you are working on, the weather, your messy room, what you’ll have for dinner, or any number of things – none of which relate directly to your learning objectives. 

Furthermore you may be tired, hungry, not feeling well, or resentful about the time this course is taking away from your regular activities. 

These conditions and mental distractions are of course obstacles to learning. So what do we do about them?

Beyond the obvious suggestions – rest, eat, or seek medical attention – there are several things you can do to pacify mental distractions.

First, if you about to engage in self-study, tidy your room or study space so that you have minimal visual distraction. If possible, turn off any video or audio equipment, including computers, to minimize other forms of distraction.

Now identify the distracting thoughts or to-do items. You may find it helpful to write them down. Then identify each as important / not-important and then urgent / not-urgent, so that each item has both an importance rating and an urgency rating.
Remind yourself that you are making time for something – your learning – that may not be urgent, but is very important.

Now let go of all of the not-important items by saying to yourself, “If these become important at some point I will take care of them at that time. For now, they can go.”
Now, take care of those items that are so urgent that you simply must get them out of the way before you start your learning.

Then, having decided how much time you will allot for this learning task, give yourself permission to set aside all of the remaining items on your list for that amount of time, the same way you might for a vacation. 

Finally, engage in a relaxation meditation. There are several methods. Here’s one:

Sitting in a comfortable position, with your back straight and not tense, partially or fully close your eyes.

• Bring your focus to the gentle sensation of your breath. Notice the slightly cooling sensation as you breathe in, and the slightly warming sensation as you breathe out.
• Maintain this focus for about five minutes. If your mind wanders, gently bring your attention back to your breath.
• At the end of the meditation, gently relax your attention.

Now, open your eyes and prepare to listen – and learn.

Next: listening and learning.

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

Preparing your mind (part one)

One of the steps in becoming a great learner involves turning inward and taking stock of one’s own state of mind. In recent posts I’ve explored the benefits of becoming a great learner, and most recently how to generate motivation for learning.

Because mental preparation is so important in any learning task I’ll spend today and tomorrow on this topic.

There are two steps in mental preparation. We’ll briefly discuss the first step—examining your general tendencies, and reinforcing your motivation for learning—today.

In the second, which I’ll explore tomorrow, you engage in specific preparation before any learning event, be it a class, a reading, or some other learning experience.

General preparation

As an adult learner, you bring countless past experiences with you when you begin a new learning task. You therefore carry your past experiences with learning—whether positive or painful—into this new experience. It is helpful to identify such experiences at the outset of any learning experience.

Try sitting in a calm quiet environment for a few minutes, identifying any obstacles to learning, or doubts you may have about yourself or about the program. Then gently set aside these doubts, affirming that you have the will and the skill to take on this new learning challenge. Visualize yourself enjoying the material, making meaningful contributions, and being successful in the learning task. 

Before engaging in the learning process, spend a few minutes writing down several specific questions or goals for the learning ahead. If a class, you’ll then be able to watch for the answers to your questions or the fulfillment of your learning goals and jot these down as they occur. 

Find ways to connect positively with the subject and your ability to learn. Remember how much you once enjoyed a particular learning experience, how your passion for certain topics led you to excel in one way or another, how challenging some learning task was at first but how it’s ‘second nature’ today. 

Next: specific preparation. 

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

Generating motivation

In recent posts I’ve been exploring the nature of a great learner, and the benefits of becoming a great learner. If you are like me you may read things like these, become convinced of the benefits of life-changing action, but seem unable to get moving—in other words, lacking sufficient motivation.

It is very difficult to begin any learning journey – or for that matter any task – without motivation. If the learning journey you are starting is life-changing you will probably need strong motivation just to counteract your own inertia. Strong motivation will also be necessary when we encounter challenges along the path.

There is no magic switch called ‘motivation’, nor any magic pill that provides it. That being the case, how do we generate motivation for learning? Here are some ideas:

• Contemplate your current state; now contemplate the benefits of becoming a great learner (see previous post). If you can, visualize yourself as a great learner. What would you be saying or doing? How would you be feeling? How would it affect those around you?

• Contemplate the benefits of the particular training or study program you are attending, or plan to attend. Again, visualize yourself as having accomplished that training. What would you be saying or doing? How would you be feeling? How would it affect those around you?

• If you have chosen this particular learning path yourself, strengthen your motivation by reminding yourself how much you need or want this particular learning.

• If you have not chosen a particular training event, course or program, strengthen your motivation by looking for the aspects of that training that you believe will be most beneficial to yourself or others. Brainstorm different ways in which this course might apply in your life, even if they don't seem to be immediately applicable.

• In order to generate motivation for learning in Buddhist practice we try to develop a sense that we are ‘sick’ – from the mental diseases of delusions – and that we need ‘supreme medicine’ (the teachings), prescribed by a supreme doctor’ (our teacher). This helps us receive teachings eagerly, and helps deepen our respect for our teacher.

In general, we generate strong motivation when the gap between how we are living today and how we would like to be living is large.

Although not always easy, I recommend contemplating how a learning program will truly benefit not just you, but others. If you extend your wish to include others you may notice that it becomes more powerful, and that your motivation becomes stronger.

Once motivation has been generated you can take charge of your own learning. You will learn to love what you do and take an active role in the improvement of your life. In other words you will begin to gain control of your learning, and mastery over your life.

Next: preparing your mind.

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

Why become a great learner?

Have you ever wanted to excel in some field? Have you ever wanted to be a master, at something? Or have you wanted to develop a new skill, and exceed your own current level of performance? Do you want to benefit others by advancing your own learning?

I shared some thoughts last time about the characteristics of a great learner. Many of us – including me – may have read that post and thought, “Well, sounds like a good thing but not today. I’ve got more urgent business.”

I’d suggest that given the benefits there may be no better use of your time then to spend time becoming a better learner. They may not be noticeable at first but I’ll bet that eventually you will discover many benefits by following  the example of great learners.

Here are just a few of those many likely benefits:

• You will lead a happier, more fulfilling life. There is certainly anecdotal evidence to support this contention; there may be scientific evidence as well. Think of the people you know or have known who are the most enthusiastic learners.

• You will increase your life span. Both anecdotal and empirical data show that you are more likely to enjoy a healthier and longer life if your mind is active, and especially if you find meaning in your activities. Life long learning = long life learning.

• You will discover powerful purpose, and meaning, in life. Many view life as a learning lab, our world and universe as an enormous schoolhouse. I encourage you to ask yourself, “What are the most compelling questions I have about life?” and “What are the skills that I most want to develop?”

• By deepening your learning you will be able to benefit others in ways not possible today. According to wise teachers throughout history there is no better way to attain your own happiness than by focusing on the happiness of others.

Next I’ll look at the first step in tackling any learning challenge, big or small – generating motivation.

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

What is a great learner?

In Tuesday’s post I shared the experience of watching an accomplished scientist – Dr. Neil deGrasse Tyson – who demonstrates unusual enthusiasm for learning and discovery. He is somebody we might call a great learner.

So, what is a great learner? Here’s a suggestion:

A great learner is one who excels in their chosen field through commitment to excellence in learning and performance. Such a learner seeks to improve performance or gain realizations consistently through deliberate practice.

Great learners come in all shapes, sizes and sexes. They come from all parts of the world. Some are religious. Others are non-religious. Some are 8 years old, some are 80.

When we investigate the lives of such learners we discover that they share a few common qualities: tremendous motivation, a focus on preparation, a commitment to deliberate practice, deep curiosity about the subject matter, a willingness to take risks, the ability to transform adversity, and seeking help from guides, mentors coaches or other supporters.

Furthermore they show consistent, joyful effort in persevering in the achievement of their goals.

To reassure readers who may already be thinking “that’s not me, I can’t possibly attain those standards”, exceptional learning does not require an exceptional mind – or for that matter exceptional anything.

With the right conditions and strong motivation, everybody can make progress and eventually become a great learner, achieving great performance or attaining high realizations.

Assuming those conditions – that you are fed, housed, living in a usually peaceful household in a usually peaceful community, and free from most mental or physical disabilities – I am confident you can make great progress in your chosen field.

Note as well that as long as you have some mental capacity and capability, age is no barrier to learning. Recent research in the field of neuroscience has shown that people of all ages can learn, i.e. that ‘old dogs’ can learn new tricks.

Next: Why become a great learner?

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

The Role of the Learner

It seems most of the focus in the world of learning and development is on the role of the facilitator-instructor, on instructional design and/or learning technologies. Over the next couple of weeks I hope to turn these tables and focus instead on the role of the learner.

I will borrow from academic research and the teachings of a Buddhist spiritual guide, and outline what seem to be the characteristics of those individuals who excel in learning and performance.

But first I’d like to share an experience that was a catalyst for this series.

Dr. Neil deGrasse Tyson, astrophysicist and host of the PBS program NOVA scienceNow, made the following statement on a recent episode (US or Canada) of The Daily Show:

“Allow me to say that when you are on the frontier of knowledge between what is known and unknown, reaching out into the abyss, sometimes you actually do have to make stuff up that might be true, so that you can organize a research plan to find out whether or not it is… this is the creativity of discovery…” (my italics)

Watching the interview I was struck by deGrasse Tyson’s enthusiasm. Here is a prominent scientist, more than 30 years into his career, exhibiting the sort of positive energy many of us have not experienced since childhood.

He demonstrates an explorer’s drive to understand, to know. He seems to generate his own motivation, and exhibits deep curiosity about his subject matter. He also understands the power of imagination in learning.

As Einstein said, and as deGrasse Tyson quoted: “Imagination is more important than knowledge”.

Inspired in part by deGrasse Tyson[1] I decided to assemble a list that describes the characteristics of a great learner and, more importantly, a series of steps to become a great learner.

It is my hope that this short series will contribute to the understanding of learning ability, will stimulate constructive discussion and will offer encouragement to people everywhere to expand and deepen their learning practice.

I have drawn upon eclectic sources for this series: the above-mentioned interview; a recent presentation by Dr. Jacqueline P. Leighton of the Faculty of Education at The University of Alberta; and from the writings and teachings of renowned Buddhist meditation master Geshe Kelsang Gyatso.

Next: What is a Great Learner?

[1] You can see the full interview at http://www.thedailyshow.com/watch/tue-january-18-2011/neil-degrasse-tyson (US) or http://watch.thecomedynetwork.ca/the-daily-show-with-jon-stewart/interviews-a-z/the-daily-show-with-jon-stewart---interviews-d/clip407200#clip407200(Canada).

-David Luke, Senior Consultant at FocusFit (2007) Inc.

© 2011 D. G. Luke and FocusFit (2007) Inc.

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