Continuing to examine the effects of epistemology on how teachers approach their craft, this post considers the speed at which learning is assumed to occur.
For some, once information has been been transferred to a brain, we can assume the person in whom that brain exists has “learned” the information and can use it in decision-making and can draw conclusion based on it. For others, learning is a process that extends over time. Before a brain can use information or ideas, it must be encountered multiple times and in multiple contexts. With repeated exposure and the chance to reflect and sleep and otherwise process, one come to learn lessons and decide and act with that information in mind.
