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            %COHERENT COMFORTABLE LEARNING CONTEXTS 860412

     Integrative   learning   takes  place  primarily   in
comfortable learning contexts.

     Teachers are learning facilitators who work to create
comfortable  learning contexts within which their students
are  free  to be secure in intimate dialogue  about  their
learning experiences.   Healthy learning takes place  when
mistakes are recognized, helpful conclusions are drawn and
are  shared for the maximum integrative benefit of all who
were  contributors to and  participants  in the  mistakes.
Learning  of an integrative sort does not take place  when
people  who  make mistakes feel insecure and try  to  hide
their mistakes; they and others are then not free to learn
from mistakes.

     Learning does take place in threatening contexts, but
it is usually disintegrative learning.   Humans are always
learning;  the kind of learning depends  upon the context.
Contexts help to determine the kind of learning which each
human experience  leads to.   Threatening contexts tend to
lead to disintegrative learning in which people  learn  to
be misleading, deceptive, secretive, manipulative, etc.

     When  scholars  demand that all scholarship be  based
upon past insights, students learn to avoid creativity and
use footnotes as defense mechanisms.  When scholars demand
that top priority  be  placed  upon  rules of composition,
students observe other students being rejected for failure
to conform,  and they  learn that honest human dialogue is
not  important.    When students are punished  for  making
mistakes,   they  learn  not  to be venturesome  to  avoid
mistakes.    When openness and honesty lead to  rejection,
students learn to be secretive and misleading.

     The context in which learning takes place gives  what
is  learned  an ambience which is characteristic  of  that
context.  Students who learn certain things in the context
of coercion, fear,  intimidation, insecurity, threat, etc.
will  always  associate the ambience of that context  with
what  they learned within the context.   Such an  ambience
will not promote creativity or imaginative applications of
that which is learned within that context.

                                                                                                                               
                         (c) 2005 by Paul A. Smith in      
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