Whole learning

(see also Wisdom and other useful terms)

“The heart has its reasons of which reason cannot know” (Blaise Pascal, 1669)

Literacy is not enough

At present, many mainstream universities remain strongly book-centred in their approach to learning. We will refer to this bias as head-based learning. If education is to catalyse paradigm change it needs to engage at more levels of learning. For example we will need to engage hearts and minds by combining scientific reasoning with playful experimentation and practical skills.

Polymathematicians

Transdisciplinary learning for neurodiverse students means catering for multiple intelligences (Gardner, 1993). But how might we manage such a task? Bloom's taxonomy of intelligences was devised in the 1950s to acknowledge modes of learning that fell outside standard IQ tests (Bloom, 1956). Its three basic categories were

cognitive (knowledge-based) - corresponding with our notion of Head-based learning
affective (emotion-based) - corresponding with our notion of Heart-based learning
psychomotor (action-based) - corresponding with our notion of Hand-based learning

We also added the fourth 'H' (Humour-based learning) for several reasons. One is mathematical - i.e. 3 is less auspicious than 4:

From 2D to 3D Logic

The logic afforded by the tetrahedron brings considerable advantage. By moving from three categories (e.g. a triangle) to four (e.g. a tetrahedron) means that we double the number of potentially useful synergies (from 3 to six). Currently the fourth category we aim to use is Humour-based learning. (Possible alternatives include 'Hope' and 'Healing').

Heart
Humour Hand
Head

Zones of learning

	ENDOCRINE SYSTEM	metabolizing emotions, curiosities, liking/disliking,
	THE BRAIN	critical thinking, reasoning, choosing, planning
	THE BODY	experiencing, sensing, tacit knowing, motor regulation
	SOCIAL INTERFACE	teasing, social taboo, ambiguity