Dr. Instructor Member Meltem Narter made evaluations about the concept of lifelong learning. Stating that in order to understand lifelong learning, it is necessary to define the concept of learning first, Dr. Instructor Member Meltem Narter said, “Learning is the relatively permanent changes that occur in a person’s knowledge or behavior based on experience. The duration of the change mentioned here is not short-term, but long-term; the change is in the content and structure of information in memory or in one’s behavior; The reason for the change is the experience of the person as a result of his relationship with his environment, rather than fatigue, motivation, drugs, physical condition or physiological intervention.

How are thoughts and beliefs formed?

“The interpretation of new information and influences from the environment, depending on individuals’ previous learning experiences and social influences, creates thoughts and beliefs,” said Dr. Instructor Member Meltem Narter said, “This becomes each individual’s own reality, or in other words, the way they see life. In a more general definition, learning is the process of acquiring new ways of thinking, knowledge, behaviors, skills, values, attitudes and preferences. Instructor Member Meltem Narter said, “Lifelong learning is all learning activities that take place throughout life with the aim of developing knowledge, skills and competences in any personal, public, social or employment-related subject. In the context of education, it can simply be defined as the continuous development of knowledge and skills that people experience after formal education and throughout their lives.” he said.

Is the learning process lifelong?

Noting that understanding human behavior and mind is the main goal of psychology, Dr. Instructor Professor Meltem Narter said, “While the first studies in the field of psychology were aimed at understanding the human mind, in the 1950s, considering that this could not be understood with current methods, the idea of ​​examining the observable behaviors of people came to the fore, and in this process, how people learn to understand belief was emphasized.” said.

1950 Cognitive Revolution a major turning point

Stating that the similarities between the human mind and computers came to the fore with the emergence and spread of computers in the process defined as the 1950 Cognitive Revolution, Dr. Instructor Member Meltem Narter said, “With this change, the study of the mind as the basic material of psychology has become an area of ​​interest, even more than its former popularity. Another benefit of the developing technologies with the Cognitive Revolution has been the opportunities it has provided for the discovery of the functions and functioning of the human brain. Thanks to various neuroimaging techniques, people’s behavior and mental processes have been able to examine the relationship of different brain regions. At the same time, the relationship between certain mental functions and behaviors and the interaction of brain regions with each other has also been the subject of study in fields such as neuroscience, neuropsychology, biopsychology or psychophysiology.” said.

Neuroplasticity of the brain continues throughout life

“The most basic result achieved with these developments is that human learning continues throughout life,” said Dr. Instructor Member Meltem Narter said, “New behaviors and information learned lead to the formation of new neural connections in the human brain and accordingly changes in the structure of the brain. This feature, which we define as the neuroplasticity of the brain, continues until the end of life, starting from the mother’s womb, depending on learning. he said.

Rewarding success increases motivation to learn

Noting that the Cognitive Approach, which emerged with the Cognitive Revolution, deals in more detail with the factors affecting learning motivation, Dr. Instructor Member Meltem Narter said, “Accordingly, the content of the information to be learned is within the scope of the person’s interest, the support received from the environment, the belief of the person about the value of the information, the setting of goals for themselves, the ability of the acquired knowledge to reach more than one goal, the attributions and expectations of the person and his environment for success, Determining the difficulty and goal appropriate for the skill level, choosing to reward success rather than punishing mistakes increases motivation for learning.” he said.

Curiosity to learn differs from person to person.

“Curiosity is the most fundamental factor that enables human and science to progress,” said Dr. Instructor Member Meltem Narter said, “We owe the point we have reached as a species to our curiosity and, indeed, to our success in managing our relationship with curiosity. Therefore, curiosity is the most important determinant of learning, especially in the context of knowledge. As we mentioned before, one factor that increases the motivation to learn is the person’s belief in the value of the knowledge or behavior to be learned. Curiosity plays an important role in determining this value. However, it is obvious that not all individuals are in the same position as human beings. One of the main reasons for this is that the curiosity to learn differs from person to person. In many examples, we can see that different individuals who grow up in the same family can be at different points in terms of knowledge and skills. This is the most visible result of the fact that the curiosity to learn differs from person to person.” said.

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