Why do you Learn?

As we take classes and complete assignments, we often focus on what we are learning but don't always consider how or why we are learning.  David Krathwohl developed a way of describing how a student's approach to an activity can impact learning. 

The lowest commitment for learning is displayed when a student is in a receiving position, taking in information without doing much with it.  When a student responds to information or an experience, she demonstrates new action or thoughts as a result of applying that information.  If a subject, activity, or assignment is perceived as worthwhile, a student values the learning and is likely more likely  learning the topic at hand.  An even higher dedication to learning is evident when a student organizes his values to integrate what has been learned.  Acting out one's values, or being characterized by a value set, indicates an incorporation of learned information, abilities, or beliefs; learning has moved beyond intellectual exercise and into life application.  According to Krathwohl's model, the higher one goes on the pyramid, the higher the commitment to learning.

Take a moment to consider your attitude as you encounter learning experiences such as lectures, discussions, homework, or tests.  Can you shift your attitude from one of receiving - hoping information will be poured into your brain - toward an openness to have your life changed as a result of new information, grand ideas, or beliefs that are discovered or affirmed?