Introductory Comment

Descriptions of Learning Discomfort Readers

A Learners’ View (ALV) Is Of Choices On The Shortest And Fastest Path To Learning, The Oxygen Of Social Life.

If learning is not to your liking, change your liking; that’s learning. (ALV T-Shirt Wisdom)

Main Article: Comments

Theme: Reasons readers have said ALV makes them uncomfortable.


DESCRIPTIONS OF A LEARNERS’ VIEW (ALV) OF LEARNING discomforts some readers for three reasons. One, ALV will likely omit at least one cherished personal beliefs, theories, and practices about education and its place in social life held by each reader. Two, ALV will likely at the same time evoke the comment, I know that, and I could say it more simply, if I wanted to do so. Third, ALV uses a vocabulary grounded in science rather than in conventional discourse in and about learning, education, and schools. Discomfort appears endemic to initial encounters with ALV and with the experimental scientific research this term represents. Reasons for this discomfort and the extent to which it results in rationed learning remain unclear and open to research.

It took uncounted dozens of presentations of ALV and of its parts to individuals and groups over several decades to acknowledge the enormity of implications and the difficulty of limiting discomfort for classroom teachers in public schools. Discomfort has left several questions unanswered, and perhaps misstated.

When does ALV as a proof of concept become a viable guide to professional practice? When do descriptions of learning become tedious and unused? How fundamental can a view of learning be and be accepted into the vocabulary of educators and into the education canon? To what extent is acceptance a matter of science, of social convention, of politics, and of religion? To what extent do readers of ALV require answers to choose ALV as worthy of their consideration and of value to learners with whom they work?

Such questions remain unanswered.

From a learners’ view, the test of its value rests in its influence on the consistency and rates of learning from formal lessons offered by teachers, not in answering questions that relieve discomfort of educators. That test may seem harsh, but it is reality from a learners’ view. Teaching exists for learning to occur more efficiently than by unstructured chance and by less informed personal interest than what others in society do for themselves and others.

Related Reading

  1. Abstract
  2. A Completed Teacher (ACT)
  3. Cascade of Questions of Ima Learner
  4. Coda
  5. Meet Ima Learner, A Member of Your Class
  6. Preface
  7. Rationed Learning
  8. Technical-Scientific Literacy of Educators (TSLE)
  9. Unanswered Questions

Related Resources

  1.  If You Could Know Me (Video)
  2. They Ask Me Why I Teach

Last Edited: March 3, 2015