Research Document 19

The following document was filed by J.S. Cambry (ABD), bioethics student on February 21, 2423

From Learning through Observing: Education in B Society

By Nan Greiner

Although kinesthetic learning is one of the foundations of the formal and informal education of subgroup B children, it is hardly the most important facet, and it is certainly not privileged over other forms of learning, at least not until the children are ready to enter either factory or agricultural work. Instead, this form of learning works in conjunction with visual and auditory education to build a curriculum based in the philosophy of holistic education.

The first, and most crucial, step in this form of education is observation. Subgroup B children learn from a very young age to observe and remember what they see. Later, they learn to process this visual information to make sense of their environment. The children are then encouraged by adults to use information gleaned through observation to make independent decisions about how to interact with others. In this way, children are taught to be independent and self-regulating. The emotional maturation as well as the remarkable observational and recall abilities of subgroup B children suggests that these children have intellectual abilities far exceeding what has been previously imagined.

Note 13Note 14Note 15Note 16

Note 17Note 18

While observation is a crucial part of formal education, it plays an even more vital role in informal learning. What the children observe guides their imaginative play which is crucial to learning community roles and behaviors. By watching adults and incorporating adult behavior into their play, children learn what actions are sanctioned and accepted and which are not. Observation also guides the children’s independent learning endeavors, providing the impetus for intellectual growth and development well into the child’s adolescence. It is only when the adolescent begins their working years that this growth is inhibited. That is not to say, however, that observational learning stops once work begins. When one worker develops a sounder method in the factories or the fields, it is quickly adopted by the others, thereby showing that the intellectual curiosity born out of childhood observations carries on in adulthood, no matter how mundane the labor.

Note 19Note 20

The first section of this book provides a history of observational learning in subgroup B education before positing how and why this form of learning became ubiquitous in B society schools and homes. The second section examines the theories substantiating the usage of observational learning in formal subgroup B education and then explores the practical uses of observation through a series of case studies performed in each of the subgroup B community sites. The final section examines the usage of observational learning in informal education and in the work environment.

Note 21I began this study to dispel many of the myths that still exist in contemporary scholarship regarding subgroup B education. Even the studies most inclined to be generous portray subgroup B education as quaint or simplistic, inclined to be more interested in developing the body rather than the mind. While these studies contain some truth, their refusal to challenge the common assessments of subgroup B education render them short-sighted at best and dangerously inaccurate at worst. Scholarly studies carry with them the onus of informing their audiences how to interpret what they see, read, or hear. When these studies carry grievous errors, they allow the perpetuation of misperceptions that ultimately form the basis of popular opinion which, in turn, affects the creation of laws and regulations. It is my hope that this text will allow for the correction of at least one myth about the psychological, intellectual, or emotional capacities regarding subgroup B society.

Previous Chapter: Research Document 18

Next Chapter: UChicago Messages, Subject: Greiner Lecture

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