Learning as the pursuit of inquiry

As I thought about the request to identify something I had recently learned on my own, my mind starting sorting - through this time of transition that began in late 2016 and carried through all of 2017, so that I'm now looking at life through very different eyes, in an environment that has changed in ways I never could have imagined.

The sorting led me not to something from that heaped basket of life-changing learning, but to a very recent decision that could easily go unnoticed as learning. I've long loved gardening, with a real affinity for the perennials and herbs that feed pollinators, many that make for good foraging and gentle healing for all sorts of unease. My appreciation of herbs for healing goes almost as far back as my love of digging in spring soil, but I've almost always relied on others to create the recipes or depended on ones ready-made.

I decided it was time for me to make my own simple herbal tinctures, the most basic of uses for herbs easily obtained. For me this feels like a way to rekindle a connection with healing and the grounding the earth gives, after a long journey of so much change. Something I could make with my hands, with few ingredients and simple tools, that would be useful, beneficial, and created with intent.

Looking at my experience through our readings, one principle from Pink's (2011) chapter on motivation rose to the top. 'Simplicity - maximizing the amount of work not done - is essential.' This principle was shared in the context of Agile software development, but its essence shone for me. The most profound learning, and sometimes doing, can be fostered in an environment of focus, letting go of the unnecessary, and seeing what most needs to be done, or what is most fitting.

Aguilar's (2016) discussion of the principles of adult learning gives several points that resonate with my simple learning decision. The impact of prior experience on meaningful learning, relevance to the current life or professional circumstances, the power of agency, the need for practice to internalize the learning (I'll be making a lot of trial tinctures), and making the choice to learn. These are all powerful motivators to take action in the interest of positive change.

The professionals I look up to in my life, who inspire me, seem to have the common strengths of a willingness to consider new perspectives, compassion, and a deep reservoir of hope; not the naive belief that all will turn out well, but the commitment to persevere even in the midst of what seem to be the most difficult of times.

A core value I'll take from our resources this week is that of mutual respect within the relationship of learner and educator, so that the learning experience is shared, perhaps creating change beyond what either could have achieved in their separate roles.

References:
Pink, D. H. (2011). Type 1 for organizations: Thirteen ways to improve your company, office, or group. In Drive: The surprising truth about what motivates us (pp. 162–177). New York, NY: Riverhead Books.
Aguilar, E. (2016). Supporting adult learners. In The art of coaching teams: Building resilient communities that transform schools (pp. 183–204). San Francisco, CA: Jossey-Bass.