Learning vs. Education

Education happens to be one strategy for learning, among countless others. It’s ordinarily a planned approach detailed, planned, and managed by people other than ourselves.

Education is mainly about earning credentials, taking classes, acquiring and demonstrating knowledge and skills. By its very nature, education also tends to be conservative (in the non-political sense). It preserves and passes along what happens to be already acknowledged. This variety of conservatism remains at the core of conventional teaching.

Learning, alternatively, is nearly uniform. It always happens to be a process of occurrence — the person who continues learning remains actively developing. Learning causes development, and development causes knowledge.

Learning is a mindset.

Ideally, learning happens to be something that we instill in education. It helps us shift above what could be and what was. There exist so many methods by which we learn. These are also expressed in education; they happen to be actively suppressed and under-represented.

Why does that matter?

There happens to be nothing intrinsically harmful regarding education. We pretty often require systems and structures to assist us in learning. But difficulties occur when we begin treating learning and education to be the same thing. Why? If we associate education with learning, we are more inclined to concentrate on forming answers on giving structure; on improving achievement and performance.

Furthermore, that is not intrinsically immoral, but we manage to enhance it. We skip to outcomes pretty early. We necessarily provide clarifications that operate for exclusively a subset — usually a minority — concerning those we intend to work, and exclusively often for a restricted period. More critical, we present answers that might be detrimental to several people we intend to help. We loop up with situations analogous to those we have within the health care sector (at least within the U.S.) where treatments and interventions are given importance over root causes and prevention.

On the other hand, real learning is regarding questions concerning navigating uncertainty. It is much regarding attitude and performance because it regards skills and knowledge to reference the explanation further. Arguably it happens to be further regarding these things within our present circumstances. When we highlight knowledge as a proposition to education, our preference concentrates pretty much on perception. Again, the outcome is comparable to healthcare. People tend to exaggerate the biological aspect at the social and psychological cost, not sufficiently understanding that health — similar to learning — happens to be multifaceted.

Commonly, we miss many points when we compare learning and education. Education is not the solution to everything. It arguably happens to be becoming much less significant, at least within its usual, conventional forms. Provided the speed at which knowledge changes and flows these days. The capacity for gadgets to learn approximately anything has been possible that has been structured and systematized; we arguably cannot train ourselves quickly enough. Education happens to be beneficial, but learning happens to be required to navigate our present world amidst all kinds of situations now.