Question- Explain the Nature of Learning.

Answer-

Nature of Learning

(1) Learning is change in behaviour : In J.P. Gulford’s opinion “We may define the term very broadly by saying that learning is any change in behaviour, resulting from behaviour.” In this definition, a distinction between change in behaviour due to maturity, and change in behaviour due to learning is not clear though both these activities occur simultaneously. In the words of Woodworth, “Typically at least learning consists in doing something new, provided this something new is retained by the individual and reappears in his later activities.”

(2) Learning is an organisation of behaviour : According to Garrett, “Learning is that activity by virtue of which we organise our response with new habits.” Thus, the element of organisation in learning is very much important. Gulford, too, maintains that learning involves organisation of behaviour. Thus, in learning to ride a cycle, we have to organise the activities of turning the pedal, balancing the handle, etc. in order to be reasonably safe with the vehicle. It is another matter that a person does not learn to balance the handle than the time he may take to learn to turn the pedal. But his learning of the activity of cycling will be complete only when he accomplishes this organisation.

(3) Learning is the reinforcement of a new activity : R.S. Woodworth maintained that the learning of a new act is an addition to the person’s store of experiences. Clarifying the statement further, Woodworth says that reinforcement, too, is an indispensable element in the act of learning because it helps forming only successful responses and weeding out the unsuccessful ones. To quote Woodworth “An activity may be called learning in so far as it develops the individual in any way, good or bad and makes his environment and experiences different from what it would otherwise have been.”

(4) Learning is change in perception : The psychologists who stress external behaviour, consider learning to be a change of behaviour while those who lay emphasis on internal changes are convinced that learning is change in the perception of the individual. Combining these two views, Murphy writes, “From this point of view it would be legitimate to regard learning as a modification both of behaviour and of the way of perceiving.” The following definition of learning given by Hilgard is an essence of all the foregoing definitions offered by other psychologists,
“Learning is the process by which an activity originates or is changed through reacting to an encountered situation, provided that the characteristics of the change in activity cannot be explained on the basis of native reponse tendencies, maturity or temporary status of the organism."

(5) Learning is adaptation or adjustment: There is constant interaction of an individual with his environments. Right from his birth, the individual is faced with the problem of making adjustment to his physical as well as social environment. Learning is the best means to achieve this end. Through a process of continuous learning, the individual prepares himself for necessary adjustment and adaptation. Hence, learning often described as a process of progressive adjustment to ever changing conditions which one encounters in life.

(6) Learning is improvement : Learning is a process of improvement with practice or training. Most types of learning help the child on the path of his progress towards desired ends. But the child also learns so many things in the class which do not help him to achieve his goal. Habits of idleness, disregard towards authority, truancy, developing poor handwriting and defective pronunciation, do not imply improvement.

(7) Learning development : Learning is a process of development. However, the word ‘development’ should not always mean progress in right direction to achieve certain needs or results appreciation and critical observation, acquisition of beliefs, perfection of values and ideals and setting of the goals and purposes.

(8) Learning is a comprehensive process : Learning is not confined to the formal classroom learning activities. Life presents enormous opportunities to learn. Learning activities are so numerous that it is difficult to limit team in any specific categories. Eating, drinking, dressing, hobbies, interests, attitudes, beliefs and aspirations, all are learned and acquired behaviour. The scope of learning embraces the whole life.

(9) Learning is universal : Learning is universal. Every living being learns. Man learns most due to his greater power of adaptation to the changing circumstances.

(10) Learning is continuous : Learning is continuous. One activity leads to another and the individual engages himself to learn more and more. New problems are faced, new situations are created and the individual has to meet these situations and bring essential changes in his behaviour. Thus, learning is a never ending process. Starting right from the birth of a child, it continues upto the end of his life.

(11) Learning is effective : Learning is effective. It improves accuracy, speed and retention. It is influenced by various conditions of life and school. It is conditioned by heredity. It is governed by environment.

(12) Important for teachers : Learning is important for teachers, who are concerned with the task of organising suitable teaching-learning experience. The extent of learning depends on how well the educational experiences are provided inside and outside the school.

(13) Learning is not maturation : Learning is not maturation. Maturation, is a natural process. It is the growth which takes place within the individual. The maturational changes are the result of unfolding and ripening of inherited traits and are relatively independent of activity, practice or experience. Biggie and Hunt have said, “Maturation is a developmental process within which a person, from time to time, manifests different traits, the blue prints for which have been carried in his cells from the time of his conception.”

Learning is acquired. It can be accelerated. It can be improved. It can be controlled.

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