Why learning (& TK) is (or should be) the new gravity

From the very beginning of time when man (or our evolving ancestors could begin to reason) two things existed in the universe. Gravity, closely followed by learning.

When a person first jumped or tried to throw something (maybe even at something else) they were exposed to the laws of gravity, even though they had no idea what or why it was. As soon as they began to jump higher or throw harder, and observed (consciously or not) the difference, the first ILI (individual learning instance) took place. So one could state a case that learning (not education) should be almost as revered as gravity.

One could also make a case that most early learning was by nature, TK (Tacit Knowledge). In 1966 Michael Polanyi wrote, “We know more than we can tell”. His book ‘The Tacit Dimension‘ brought TK into mainstream academic discussion.

What is TK? Accumulated massive bits and fragments of information throughout each day that over time (and reflection) coalesce into ‘meaning’ of some sort — that can morph or expand as we add more knowledge, value and context.

A famed neuroscientist described it as ‘what is stuffed into your head may not have vanished, but has simply been squirreled away into the folds of your neurons.’ (link)

A couple of centuries ago Kant tried to explain the origins of what we now know as TK. He described the “mind of man is an active organ which molds and coordinates sensations into ideas … which transforms the chaotic multiplicity of experiences [TK] into the ordered unity of thought [meaning]. (Durrant, 1926, p. 347.)

Why is reflection important?

“As adults we have all those brain pathways built up, and we need to look at our insights critically” Dr. Mezirow says. “This is the best way for adults to learn.” (link)

How do we look at our insights (sometimes called gut feelings) critically? Schon wrote of ‘reflecting in and reflecting on’ events. Reflecting ‘in’ is during or immediately after an event. Reflecting ‘on’ is when we take time — well after an event- to reflect about it, and our initial reflections. Yet another great article about neuroscience describes what happens when we reflect. “ …the entire brain gets active as we reflect… New neuron connections begin to be made as the brain moves closer to finding a solution.” (link)

Knowledge vs Information (vs Meaning)

“Although the terms information and and knowledge are often used interchangeably, there is a clear distinction between information and knowledge”. (Nonaka, 1996) Information is a flow of messages, while knowledge is created and organized by the very flow of information, anchored on the commitment and beliefs of its holder.

Kant had much to say about how we make-meaning

“Sensation is unorganized stimulus, perception is organized sensation, conception is organized perception, science is organized knowledge, wisdom is organized life.” “ and left to themselves, they [sensations] remain a rabble of chaotic ‘manifold’, pitifully impotent, waiting to be ordered into meaning, and purpose and power.” (Durrant, 1929. P. 349)

Why therefore have we not invested the same amount of time & research into being able to extract or codify tacit knowledge as we have understanding gavity? Yes, we are making great strides in understanding the neuroscience of learning, but only centuries after vast theories of gravity created its own branch of science — physics.

So why Gravity?

Copernicus, Newton and Einstein did not “discover’ gravity — it has been around since the universe was formed. These scholars, and many others, simply observed, organized and tried to codify (through math) a better way to understand and explain it to the average person.

Just because Boeing or Lougheed Martin can make jets go faster than the speed of sound, does not mean we have changed the nature or laws of gravity.

Therefore, just because we can access diverse content so much faster, does not mean that we have changed the nature or laws of learning. The nature of learning [data gathering, meaning-making, reflection, etc.] are still the same.

In the 21st century, many people are inundated by information, but its quality and distribution, like that of food, are uneven. Misinformation and disinformation circulate as rapidly as reliable information and well-vetted knowledge.

FINAL THOUGHT: WHAT IF…every individual learning instance in your life was curated, coordinated and organized so you could know what you know?