Learning occurs in well ordered ways:[2] first, the student gains
understanding of what is read or the teacher explains, then memorizes
the facts of the subject in order to analysis the information later
through comparing and contrasting. Next the student may use the
information to create something new, and finally he should use the
memorized information to evaluate his own performance. This sequence
is known to teachers as Bloom's taxonomy. [3]
Students need guidelines for making decisions. Those decisions may
involve physical, scientific problems, or they may involve
interpersonal problems, social values and moral decisions. Students
should learn a systematic workable framework for making decisions. All
students should develop the ability to evaluate their thought
processes as a learned skill. The mature learner should be able to
recall the steps of scientific problem solving, recognize specific
personal values and character traits, and remember the tests for
sequential steps in moral decision making. Students should then be
able to use apply those mature thinking skills to first literary
scenarios and then to real life problems. Studies of literature enable
the student to extend the analysis to television drama and ultimately
to real life and to subsequently imagine a variety of suitable
alternative outcomes.
Students should learn to recognize and control certain biological
feelings. A student should know how the human brain is organized and
recognize those times when animal-like impulses jeopardize more
mature, rational thought.
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