A Reflection on Self and Learning Essay

A Reflection on Self and Learning            In my own point of view, learning is a holistic process. It never ends. Once a person halts from learning and acquainting things and knowledge, for me, s/he stops living even though she still exists in time and space.            Learning, any kind of it—from reading, watching and observing things—interests me. Learning achievements increases as the time goes by, as we grow old. From the moment that I am born in this world, it is the time when learning commenced in my life. As an infant, I learn to crawl, to mimic, to babble, to talk.

And as the time continues to pass by, my learning is not just confined with the things that are being taught to me by parents and relatives. I go to school and my teachers become my new mentors. I have been acquainted by grammar, language and arithmetic.

As I grow up, my way of thinking alters as well as my point of views and beliefs. If I have learned from fairytales that there is always happy ever after and there is Never Never Land, when my age increases as well as my knowledge, I realized and be acquainted that those things-considered-as facts-by-children, are not true. I have developed my critical thinking even more when I reach college. I tend to criticize things because I am trained not to always go with the flow. I learn to be a skeptic.

I learn not to believe in things if there are no concrete evidences though some things are big exceptions like God as well as angels and demons.            I have divided into three categories my learning strategies. First, how my personal experience contributes to my learning achievements. Definitely, it has something to do with my life—the way the universe and fate act upon me, as well as God’s interventions and plans with my life. Being a human and by nature, we are all hooked with dilemmas, we may be aware or not. Those dilemmas that I have resolved teach me that the notion of ‘survival of the fittest’ does apply in this world. I learn to solve my problems with my family, with my friends, with my professors and classmates and with my life per se and apprehend that I need to take an action in every dilemma that comes along. I need not take for granted the predicaments that life offers.

However, they defy and summon me hence I learn to be stronger and to trust myself. Every time I commit mistake, I learn to be responsible with all my words and actions. I have to pay attention with my misdemeanors so I will not commit the same mistakes over and over again.            Neil Thompson’s reflective practice can be applied to me because it endeavors to notify and alter individual behavior. “Change at any level is threatening (Dolan, Canavan, Pinkerton 19)” however, due to the learning and realization that I have gained during the process, any change in a behavior is not ominous and threatening, sometimes, metamorphosis is a great help. On the other hand, I discover that I tend to do and achieve something in order for me to learn something new and to gain knowledge. I read books—of various genres—write what my heart says which is influenced by the books I read, watch movies and television programs like National Geographic, Discovery, Fashion, etc so that I can be acquainted by diverse facts regarding people, culture, places, animals, as well as engineering and science.

            The second category where learning is realized and achieved is in school. Definitely, we study in order to learn, in order for us to have a good career and brighter future. Institutions aid us in realizing our goals and potentials. There are several factors that contribute with my learning experience inside the academe.

First and foremost, the professors: if I like the subject but I abhor the professor, certainly it affects to my performance, motivation and enthusiasm in that subject, hence learning is also affected. On the contrary, if I hate the subject but the professor is good, creative and unconventional, it, indeed, helps me boost my motivation to study that subject and to learn as much as I can. Another factor that affects learning inside the four-corner rooms of the university is the teaching strategies, techniques and materials use by professors. Conventional way of teaching—utilizing a chalk/pen and blackboard—sometimes bores the students.

It is important for the professors to be creative and to think of possible strategies as to how s/he can help the students improve their performance in their subjects so that the drive and motivation in learning is certainly burning… and will, indeed, keep on burning.            The third category lies on the employment volunteering or the outside-of-the-classroom activity. It is often called on-the-job training or internship. David Boud’s theory on learning with regards to “the workplace as an organic entity, capable of learning and adaptation (Boud and Garrick 59) can be hauled in this category. Outside school activities enable me to assume more responsibilities. Experiences in volunteer woks grasp me learning that I know I will never grab at the four-corner room.

Duties that I have to do in the place challenge me to be creative, to more responsible with my works, to be innovative. It thus, allows me to be more competent and competitive in the real world. Boud’s theory certainly applies because in a workplace, I realize that it is a different space, with different people hence I need to adapt to the environment and be succumbed by its rules and regulations.

I am certainly acquainted by things which I know will teach me more responsibilities and will allow me to grow. On the other hand, Thompson’s critically reflective family support enables empowerment and professional confidence. Graduating from college makes our parents satisfied and proud thus, wherever I/we go, I am confident that my family will support me and empower me to have a good career, if not, a stable job that will definitely assist me in living… in my life.Works CitedDolan, Pat, John Canavan and John Pinkerton. Family Support as Reflective Practice.            London: Jessica Kingsley Publishers, 2006.

Boud, David and John Garrick. Understanding Learning at Work. London: Routledge, 1999. 

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