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Other Words for Learning: Lifestyle

By Learning-Activist on February 14, 2012 in Learning, Other Words for Learning, Unhealthy Learning

INTERHEART Study:

Over 90% of heart attacks (myocardial infractions) can be attributed to lifestyle.

America Cancer Society:

There is an 82% correlation between lifestyles and cancers.

Lifestyle (n.):

First used in 1921 by psychologist Alfred Adler for “a person’s basic character as established early in childhood”. Since 1961 the word has broadly meant, “a way or style of living” (see also Wiki)

What do you mean when you use the word “lifestyle”? Setting aside the predatory marketing uses of the term¹ or differences over its precise technical definition², the word ‘lifestyle’ refers to ‘ways of living’.

What makes your ways of living – your lifestyle – different from mine? How much of the differences between your lifestyle and another’s was predetermined by your genes? What about what’s not determined by genes? What determined that? Learning did. You might say accident. You might say acquired diseases. But such factors don’t determine lifestyle. Lifestyle is more of a learned response to what happens to us.

“Lifestyle” is yet another of many examples of words, terms, and phrases that are outside-in descriptions of what, from the inside-out, is learning. Another example, of a way of describing learning that directs our attention away from recognizing and appreciating learning. Experience how different these statements feel when we substitute the word ‘learning’ for ‘lifestyle’:

– Over 90% of heart attacks (myocardial infractions) can be attributed to learning.

– There is an 82% correlation between learning and cancers.

*see: lifestyle typology, psychograpic variables, segementation, VAL

*Not only are these learned lifestyles killing us, they provide predatory organizations with the ‘targeting information’ they use to manipulate our buying behaviors (also, see: ethics)This post needs much elaboration.

definition of learning, learning, other words for learning, unhealthy learning

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It starts with recognizing the fundamental, profound, and capital value of ‘stewarding the health of our children’s learning.’

“I agree. I think everything points in that direction. I think you want to get to a basic set of principles and this is clearly it.” – Dr. James J. Heckman Recipient of the 2000 Nobel Prize in Economic Sciences.

Is there an educational mission that trumps, that is more important than “stewarding the health of our children’s learning”?

“No when put that way”. Dr. Grover (Russ) Whitehurst 2002-2008 Director of the Institute of Education Sciences and Assistant Secretary of Education with the U.S. Department of Education.

Ultimately what’s going to shift the behavior of the country over the long-term is understanding how fundamental this [healthy learning] is to everybody through the economic channel. …We must come up with a way of describing, measuring, and supporting the health of children’s learning. It is the unhealthy learning environments that are the problem.

Yes, that’s the message. That’s the message you’ve got to get across. Arthur Rolnick Senior V.P. and Director of Research at the Federal Reserve Bank of Minneapolis, and Associate Economist with the Federal Open Market Committee.

It’s not that somebody ‘knows’ the current science, because the current science might be wrong. But it’s that somebody knows how to learn about new science, and adapt. It’s also how they learn to adapt to workplaces… how to learn to do something that they had never even thought about doing when they were in school. That’s the key element. Dr. Eric Hanushek Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University.

So then the fundamental intention of our education system must be to use knowledge, skills and experience not just as the end, but as the means through which we’re exercising how well someone is able to participate and become self-extending in learning what they need to learn when they need to learn it.

Precisely.

The Institute for the Study and Prevention of ACQUIRED Learning Disabilities.

“This is critical to the future of our society as a whole! I thoroughly enjoyed the presentation and cannot begin to put into words how powerful it was. The general message (Healthy Learning) being spread is something that everyone needs to hear and understand in order to maximize the learning and success of future generations. The one-day experience was remarkable and unforgettable!” – J. Shirron, Teacher, LodiUSD, Lodi CA

“The most powerful professional development experience I have ever had. This was truly an awakening for me! – Julie Colley Lowery, Education Specialist, Alabama State Department of Education, Special Education Services

“A Mind-Blowing Way to View Learning. While many of us have observed this effect on an intuitive level, it took writer, researcher, and learning activist David Boulton to express the problem of incomplete learning in terms of its devastating effect on kids.” – Patricia Kokinos at ChangeTheSchools.com

“You made a wonderful contribution. The topics have stimulated classroom discussions. We are extremely pleased with the impact made in our community. ALL the comments heard from the registration people, people in our classes this week, table discussion leaders etc. have been positive. You are great. The BIG picture was outstandingly FINE!” – Linda Koehler, Professor of Special Education, University of Central Missouri

“The training was extraordinary! Six months later, conversations are still occurring around thoughts from that event. It was the easiest and best event we have done! Thank you for outstanding professionalism and customer service while delivering dynamic, relevant information and challenge!” – Mary Ashe, Coordinator,The Literacy Connection Project Enlightenment, Raleigh, North Carolina

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“After listening to David Boulton, who explained and played several video interviews in his (National Circle of Learning Conference) keynote address, it was as if the pieces of the puzzle magically appeared and fit into place.” – N. Schmidt, Trainer, Onondaga Cortland Madison County BOCES, Syracuse, New York

“Clear explanations that do not focus on the blame game but work toward solutions. This was a tremendous awakening! This much needed information must be spread to the masses!” – B. Smyzer, Educator

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