Essay 2 Quantum Learning

Topics: Learning, Educational psychology, Holism Pages: 6 (2153 words) Published: February 13, 2015

The Quantum Learning Principles
The quantum perspective of learning is predicated on the work of David Bohm (1971, 1973) related to quantum holism. Human beings share connections with themselves, other individuals, the environment, and the universe (Hare, 2006). Qunatum holism is similar to the concept of holistic approach of health where health is affected from internal and external variables. The function of the small cells is determined by factors such as income, employment etc. Employment on the other hand is determined by the health status. This interconnectedness is a live and dynamic and constant. (Aczel, 2002). Connection, entanglement, and constant communication configure the basis of the quantum perspective of learning. Schunk’s (1971) and Ertmer and Newby’s (1993) seven definitive questions assist in clarifying the properties of the quantum perspective of learning. Question 1 - How Does Learning Occur?

While Siemens (2006) suggests that learning consists of making connections between nodes within a larger network, the quantum perspective of learning proposes instead that learning is the process of discovering connections which already exist ubiquitously. While individuals each have a learning network of connections that they are aware of, the network that forms the total learning milieu extends from structures smaller than the sub-atomistic to the vast expanses of the universe. For example, consider learning related to causes of illness. At one time illness was believed to be caused by the presence of evil spirits. Through advances in science, the discovery of a link or connection between bacteria and illness paved the way for other discoveries that, for the most part, have vastly improved the health of the human race. While this connection between bacteria and illness always existed, learning (framed as discovery) had to occur for the relationship to be identified and understood. In this way, learning, or the discovery of single or multiple sets of connections, can be considered an ongoing process which continues throughout human mortality. Question 2 - Which Factors Influence Learning?

Learning is filtered or influenced by various planes or dimensions that humans encounter in their everyday lives. Naming these planes or dimensions has been expanding since the early seventeenth century when behaviouralism was first identified by Locke (Davis, Edmunds, & Kelly-Bateman, 2010). The quantum perspective of learning takes the concept of multiple dimensions one step further and suggests that there are innumerable dimensions that exist that influence learning. the quantum perspective of learning, dimensions that have been named include technology, culture, sociality, behaviour, cognitions, spirituality, corporeality, and the intersecting vision of teacher and learner. Question 3 - What Is the Role of Memory?

Memories are first encountered as infants and normally develop exponentially as individuals reach and continue through adulthood (Conway & Pleydell-Pearce, 2000). Three principles guide the understanding of memory in the quantum perspective of learning context. First, memory in the quantum perspective of learning is posited to be highly connected through the passage of time and space where it becomes identified and mediated by the past, present, and future. Second, memory can be either conscious or unconscious. Finally, memory is felt to be formed through decoding and encoding within a continuous cycle of inputs and outputs. Question 4 - How Does Transfer of Knowledge Occur?

The quantum perspective of learning occurs in a quantum state. A quantum state is abstracted as a state of readiness to learn and can also be expressed as a way of being-in-the-world (Heidegger, 1962). All knowledge, by virtue of being connected, in constant...

References: Aczel, A.D. (2002). Entanglement: The greatest mystery in physics. Vancouver, BC: Raincoast.
Bohm, D. (1971). Quantum theory as an indication of a new order in physics. Part A: The development of new orders as shown through the history of physics. Foundations of Physics, 1(4), 359–384.
Bohm, D. (1973). Quantum theory as an indication of a new order in physics. Part B. Implicate and explicate order in physical law. Foundations of Physics, 3(2), 139–168.
Conway, M.N., & Pleydell-Pearce, C.W. (2000). The construction of autobiographical memories in the self-memory system. Psychological Review 107(2), 261–288.
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2010). Connectivism – Emerging perspectives on teaching and technology. Retrieved from php?titl e=Connectivism.
Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–70.
Hare, J. (2006). Towards an understanding of holistic education in the middle years of education. Journal of Research in International Education, 5(3), 301–322.
Heidegger, M. (1962). Being and time. Maiden, MA: Blackwell.
Schunk, D.H. (1991). Learning theories: An educational perspective. New York: Macmillian.
Siemens, G. (2006). Connectivism: Learning and knowledge today. International Review of Research in Open and Distance Learning, 9(3), 1–13. Retrieved from
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