[Neurons] 2018 Neurons #48 LEARNING PROBLEMS AND SOLUTIONS

[Michael Hall]

From: L. Michael Hall

2018 Neurons #48

November 5, 2018

Neuro-Semantics and Modern Challenges (#6)

 

 

LEARNING PROBLEMS

 

Some people seem to have a really difficult time learning.  In the field and
literature of learning, there are a great many items that are described as
learning difficulties.  Now one of the strangest is that people can "know"
things, and yet not "live," practice, or use that knowledge.  They know but
do not and cannot implement.  So what's wrong?  They know and understand
certain concepts and  principles.  They may even understand how it works,
what to do, the processes by which to actualize it.  And yet they cannot get
themselves to experience that knowledge in how they live their lives.  The
"knowledge" is academic, intellectual, verbal, and not practical.

 

This can especially be quite confusing when someone can spend plenty of time
presenting and answering detailed questions about a domain of knowledge, and
yet unable to make it part of his or her life.  They know, but cannot do.
Consequently, such persons are incongruent.  They are not able to walk the
talk.  In this regard, the person has a knowing-doing gap.  For years in
Neuro-Semantics  we have addressed this question in terms of how to close
the knowing-doing gap and have come up with numerous processes for that, the
one that is most well known is the Mind-to-Muscle pattern.

 

More recently I have discovered yet another reason for this gap.  Here it
is-sometimes a person is able to academically learn something and know
something, but within the dimension of self there's a problem.  The person
himself or herself is unfinished.  

 

He is unfinished regarding being okay enough to focus on living the
knowledge or truths.  Instead the person is still trying to be okay-perhaps
by competing with others, perhaps by putting others down in order to lift
oneself up or in one of many other ways.  When a person has hidden agendas
like that- even what they learn is usually tilted so that the person is
using it to "be a someone," to "show someone else up," to compete and win
the recognition of a group, and so on.  There are selves who are unfinished
in the most basic of human drives-to be okay, to be a somebody, to be esteem
as a person.

 

Obviously, this creates a strange learning problem.  That's because what is
learned (the content information) is view by such persons as a means for
self-promotion, self-validation, and self-protection.  Personal hidden
agendas like these can powerfully interfere with being able to live a truth
or principle.  The underlying problem goes back to one's intention in
learning.  When it is not clean-when one is not learning for the sake of
understanding, then one begins using the learning as a psychological tool
for self-validation.  Here we might describe the situation as one where "the
ego is in the way."  That is, the person's sense of self (ego) is misusing
the information.  He is using it to prop up his falling sense of self, "Now
I'm a somebody because I know this."

 

The solution to this is easy to say and difficult to apply.  The person as a
self needs to grow up, complete the developmental stages and tasks (Piaget,
Erickson) and esteem oneself as a valid human being in an unconditional way.
Then he will be free of the need to misuse knowledge in that way.   And then
he will be free from that learning disability.

 

In Neuro-Semantics we offer several meta-stating self patterns to complete
this unfinished development.  In the book Secrets of Personal Mastery (1999,
Crown House Publications) you will find the pattern for applying acceptance
to self, appreciation, and unconditional esteem.  In the book, The Crucible
and the Fires of Change (2010) you will find chapters on these subjects as
well as how to build a crucible for making this level of transformation.

 

The best learning is ego-free.  That is, you are learning for the sake of
learning and discovery.  You do not have hidden agendas and motives in
learning.  We come up against this in the Meta-Coach Training a lot- which
is why on the first day we run two patterns- Releasing Judgment and
De-contamination Chamber.  Both are designed to release the agenda-filters
that cover the learning.  Here then is a fundamental fact of learning that
is so often over-look.  It is a self, a human being who is learning.  So,
who is that person who is learning?  How solid a sense of self does that
person have? Why is the person learning?  How clean or unclean are the
motives of that person?

 

Here is the next amazing thing- when you get that issue resolved and you are
fully free to learn for learning's sake- you will become an incredible
learner!  Your learning capacities will expand exponentially.

 

 

 

 

 

 

 

L. Michael Hall, Ph.D., Executive Director 

Neuro-Semantics 

P.O. Box 8

Clifton, CO. 81520 USA                             

               1 970-523-7877 

                    Dr. Hall's email:
<mailto:meta at acsol.net\hich\af31506\dbch\af31505\loch\f31506> meta at acsol.net


    cid:261CED33-4408-4124-862B-B9A4B37A367A

    

 

Dr. L. Michael Hall writes a post on "Neurons" each Monday.  For a free
subscription, sign up on www.neurosemantics.com.   On that website you can
click on Meta-Coaching for detailed information and training schedule.   To
find a Meta-Coach see  <http://www.metacoachfoundation.org>
www.metacoachfoundation.org.   For Neuro-Semantic Publications --- click
"Products," there is also a catalog of books that you can download.   

 

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