| IntroductionLearning is a development and | | | | institutional expectations. Learning could be much |
| formative process, evolving and changing over | | | | more. It should become an instrument to free the |
| time due to various influencing factors like criticism | | | | individual taking him or her to higher levels of |
| received, self-analytical processes and other | | | | creative understandings and |
| forms of feedback. Eaton (1938), as quoted by | | | | achievements.Integration of the experience into |
| Snelbecker (1974) stated that "when a man has | | | | something worthwhileEach individual has a unique |
| learned anything he is, for a time at least, | | | | set of responses to and the way in which they |
| changed in his readiness to deal with this or that in | | | | internalize an experience. This can be turned into |
| his environment. He has become, with respect to | | | | something that adds value or reduce value to the |
| certain things, events, meanings, as the case may | | | | self. In this two factors play a major influencing |
| be, differently sensitive, differently percipient, | | | | role namely time and space to collect one's |
| differently disposed as to the forms of his | | | | thoughts, reflect on the experience, find the |
| responsive behaviour, whether in action, in | | | | meaning of the experience, making something |
| understanding, or in feeling". It can occur largely, | | | | more of the experience and to gain perspective |
| independent of institutional education, guided | | | | (Thamm, 2005).Comprehension of learning |
| primarily by self-directed learning or what McNiff | | | | environment, growth and change that occurredA |
| (1993) termed "institution-unbound" learning. In this | | | | learner needs to understand that a true learner |
| way learning is related to the self.Roots of | | | | should never accept a conformist learning |
| learningIn this section an attempt is made to | | | | environment. For a learner can only really |
| discuss essentials that form the foundation of | | | | concentrated on what one likes and what one is |
| learning as it relates to the self.Learning of the | | | | best at.Further, learning should also been an |
| individual starts when his life beginsIf this | | | | approach by which an individual understands why |
| assumption is true, then it follows logically that | | | | he or she changes their lives and how to |
| children needs to be regarded as full members of | | | | transform it in a rational manner. In order to |
| a community, and they should be treated as if | | | | achieve that in the fullest sense, the learner must |
| they are a guest in your house. By the latter I | | | | be free, socially, intellectually and spiritually. A |
| mean that if they make a mistake, they will be | | | | valuable instrument that could bring perspective |
| pardoned as any guest in a house. This will ensure | | | | according to Thamm (2005) is to communicate |
| that feelings of guilt and inferiority are not installed | | | | about it as often as possible and feasible as |
| in the child. Rather, everything possible should be | | | | communication fosters sense-making.PracticeOf |
| done to assist the child to dream (it cost nothing) | | | | equal important is that practice should occur at |
| and to become what he or she is able to become. | | | | some time in the life span of an individual. Dreams |
| When a child is proposing an idea, it is important | | | | and aspirations should be translated into action |
| to encourage the child to do something about the | | | | within an intended time span. What one has |
| idea.In this regard it is important to keep the | | | | learned needs to be practiced and internalized |
| thinking process going by asking proper questions | | | | allowing each individual to live according to an own |
| and probing deeper. Always approach an idea of a | | | | life code, wishes, hopes and dreams. Through |
| child with a focus on: "what is right about the | | | | practicing, the individual will learn to discover basic |
| idea"? This will stimulate the child to think and learn | | | | underlying principles that will enable one when |
| in a more effective and efficient manner and will | | | | confronting with complex problems, to go back to |
| encourage the child always to think in terms of | | | | basic learning principles aiding one to come up with |
| positive outcomes for ideas. To foster learning | | | | something positive and valuable even if the |
| further, the child should be given ample time to | | | | individual is not able to solve the problem directly. |
| gain sufficient understanding of the idea and | | | | Practicing does not imply that the individual will |
| enough space to explore the idea according to his | | | | become the best in everything or in something |
| or her frame of reference. Parents and significant | | | | particular; rather it implies that the individual will do |
| others, like teachers, should try to understand the | | | | his or her outmost to become the best he or she |
| general thinking direction of the child and then | | | | can be. In the words of Thamm (2005): "The |
| based upon their knowledge of learning principles | | | | woods would be silent if the only birds that sang |
| ask relevant questions to the child influencing the | | | | there were the ones who sang best".Unlearn |
| child to think as concretely as possible about the | | | | outdated habits and behaviourSome learning |
| idea and to gain a broader understanding of the | | | | experiences and the value it have may become |
| bigger picture that frames the idea. The child | | | | redundant or irrelevant over time and may even |
| should also be encouraged to come up with even | | | | hold an individual back. The cause thereof is |
| more questions relating to his or her own original | | | | sometimes not known. What is known is that an |
| idea.Being confronted with problems or | | | | individual is often confronted by situations where |
| opportunitiesLearning excels when a person is | | | | what one believed becomes irrelevant, one feels |
| confronted with a problem or opportunity that he | | | | an inability to choose and life in general seems |
| or she needs to challenge in order to solve , | | | | irrelevant. In such cases a process of unlearning, |
| eliminate or explore it. Being confronted presents | | | | to get rid of irrelevancies, need to occur. From |
| a challenge to the individual that needs to be | | | | this, according to Howkins (2001) a new kind of |
| taken up or it will be lost as a learning opportunity. | | | | awareness, new passions and new ways of |
| The person benefiting most, will be the one that | | | | knowing may emerge.Individual learning culminates |
| devoted his whole life-span generating questions, | | | | into aggregated community knowledgeIn order to |
| probing ideas and finding solutions for problems | | | | culminate knowledge that will form the basis of |
| and opportunities.All of this requires that a person | | | | knowledge for future generations, it is important |
| becomes more conscious of the world, what life | | | | that individuals, as trustees of ideas, communicate |
| has to offer and the significance of other people | | | | their ideas to others so that the idea will become |
| to the individual (Thamm, 2005). The person | | | | part of common discussion and consciousness. |
| needs to see a problem or opportunity within a | | | | This is a primary responsibility of an individual with |
| time and space perspective with proper regard | | | | regards to knowledge creation - to convey |
| for the future generation, the present situation | | | | information and ideas. It is something that an |
| and the history from where he or she comes. | | | | individual ought to do. In this regard Freud is of |
| Taking time and space into account will ensure | | | | the opinion that the discovery of new knowledge |
| that a person remains realistic, foresighted and | | | | is the greatest adventure of mankind. Freud |
| self-controlled.Survival is at the root of existence, | | | | expressed it as follows: "This is the greatest |
| demanding choicesMcNiff (1993) is of the opinion | | | | adventure of mankind: to find something that was |
| that survival is at the root of existence. At the | | | | never known before, or understood. Each new |
| lowest level survival is driven by necessity and at | | | | piece of knowledge does not need to have a |
| the highest level the standard of achievement and | | | | specific or functional use, at least not at the |
| recognition an individual seeks for him or her self | | | | moment. It is a sufficient triumph that we have |
| over the entire life-span. How one intends to | | | | learnt something and proved it by documentation |
| survive is influenced by the freedom of choice | | | | that had formerly been part of the darkness" |
| that an individual exerts in terms of his or her | | | | (Stone, 1971). Adding knowledge is the noblest gift |
| valuation of what is worthwile and own willpower | | | | an individual can gift to society as all bits of |
| and not by institutional expectations. This view is | | | | knowledge piled to bits of knowledge allowing the |
| supported by a raped victim, Alison, who after | | | | ultimate discoverer to invent.ConclusionThe |
| the event discovered that she did not live her life | | | | purpose of this article was to concisely describe |
| by chance but by choice even in situations where | | | | aspects to consider in influencing the mind as it |
| no "map" exists to guide her often having only | | | | relates to the self. Eight determinants were |
| the milestones already lived to serve as "rock" to | | | | discussed namely, the beginning of the learning |
| based decisions on (Thamm, 2005). Adventurer | | | | process, being confronted with problems, survival, |
| Heidi Howkins (2001) expressed the choice to | | | | integration of experiences, comprehension, |
| seeking adventure and the value attach to it as | | | | practicing, unlearning and learning |
| follows: "We have conquered our basic fears, | | | | culmination..BibliographyCaswell,C. and Lamon, M. |
| performed under pressure, embraced life and | | | | 1999. Development of Scientific Literacy: The |
| survival with gusto. We are validating ourselves, | | | | evolution of Ideas in a Knowledge-building |
| measuring ourselves not against a relative scale of | | | | Classroom. In: Leach, J. and Moon, B. (Eds). 1999. |
| skill or merit, but against the absolutes of gravity | | | | Learners and Pedagogy. Paul Chapman Publishing |
| and our own fragile existence". Thus, the type of | | | | Ltd.:London.Howkins, H. 2001. K2: One womens |
| "fuel" that drives survival of the individual is | | | | quest for the summit. Adventure Press: |
| determined by the motivational level of an | | | | Washington.Stone, I. 1971. The passions of the |
| individual from necessity at the lowest level to | | | | mind: A novel of the life and work of Sigmeund |
| achievement and recognition at the highest level.In | | | | Freud. Cassel: London.McNiff, J. 1993. Teaching as |
| the end, the final assessment is how did you live | | | | learning: An action research approach. Routledge: |
| your life as a unique individual with own unique | | | | London.Snelbecker, G.E. 1974. Learning theory, |
| expectations and motivations. Others can only | | | | instructional theory and Psychoeducational design. |
| make one to do things, if they are given the | | | | McGraw-Hill: New York.Thamm, M. 2005. I have |
| power to do so. Following the institutional | | | | life. |
| expectancy option, makes one only a servant of | | | | |