Let us start by trying to define “learning” in a way which will allow us to distinguish between that and the more traditional concept of “teaching”. Our understanding of the concept of learning covers a complex process which includes the emotional and cognitive inner life of the student. Learning is an internal dynamic which takes place everywhere all the time. Learning involves the whole person. The modern idea of learning represents a break with traditional ideas of pedagogy where the student is subjected to influence aimed at inculcating certain skills and a defined amount of knowledge or particular attitudes. And moves the focus from what the teacher does and the goals of the school to the needs, requirements and interests of the student. Learning takes place within the individual, where both inner and external challenges trigger complicated emotional and cognitive processes.
Of course, learning can still take place in organised teaching situations, but also involves conscious and random activities, including reading or use of other media, through social interaction, and, for example, through sporting activity.

Knud Illeris, a Danish educational researcher describes learning as:

“an integrated process which includes two related sub-processes which interact. The first is the interplay between the individual and the surroundings – which can be through direct contact or through various media (reading a book or listening to a tape are also interactive processes). The second is an internal psychological acquisition and processing which leads to the learning result.”

Illeris defines learning as consisting of three dimensions. The first is the cognitive, which concerns skill and/or meaningful content. According to Illeris this includes motorics. The second is the psychodynamic, which involves using psychlogical energy, such things as emotions, attitudes and motivation. The third is the social, as the individual is always in direct or indirect relation to the surroundings. These could equally be close social relations, society in general or global.

We have added two extra dimensions to Illeris’ model. One is the physical and motoric dimension, anchored in our bodies. We learn through our bodies and our senses, and we develop awareness of our bodies. Naturally, this is integrated with the three processes just described. The other is the existential, the creation of meaning attitudes and ethics. Illeris’ dimensions include this, but we add, borrowing from the psychologist Carl Rogers (1902-87):
“the existential dimension which concerns existential learning and development includes fundamental personal dimensions. Existential or significant learning combines the logical and the intuitive, the intellect and the emotions, concepts and perceptions, ideas and meaning. When we learn in this way, we learn as whole people …

The discussion about learning rather than teaching is not just about didactic methodology. The idea of learning has to be seen in the light of modern technological development which presents new challenges to anyone involved in education. In a time when the only constant is change and individualism is the dominant basis, there are new challenges to education and developing skills. Today we talk of “the need for lifelong learning” This is no empty cliché. Change includes change to knowledge, qualifications and perception. So lifelong learning is essential for anyone who does not merely wish to end up as a spectator of his or her own life.

A simpler slogan in this regard is that “learning is learning to learn” In fact this is a little too simplistic, and would like to briefly mention some key points in the development of modern learning theory.

The cognitive and constructivist theory of Jean Piaget (1896-1980) that people construct their own picture of the world has been a very important influence. From a biological and genetic standpoint, Piaget claimed that children develop perceptions in a number of stages. He saw learning as process of balance, where the individual strives to maintain a balance with his or her surrounding through a process he called adoption. He identified two types of learning: assimilation and accommodation. The Danish psychologist Thomas Nielsen added a third, creating the following model:

1. Accumulation = collected learning. This is a mechanical process, such as rote learning or simple motorics.

2. Assimilation = supplementary learning. This means developing knowledge and skills through applying already existing patterns or physical structures. In other words it as a process of progressive building up.

3. Accommodation = breakthrough learning. The “ahha! moment” when a completely new mode of perception dawns.

These three types of learning operate in parallel, but it is through accommodation that the individual develops fully. A similar concept is covered by the term “significant learning”, meaning radical and transforming learning which develops the character of the individual.

Gregory Bateson, a central figure in the development of constructivism and systems theory coined the term “double-bind learning” This takes place in paradoxical situations which demand a new way of problem solving, where the usual assumptions and habits do not apply, and which require a qualitative leap in thinking and practice. Such critical double-bind situations result in a change to the personality, and involve the individual learning to learn.

Another key concept, based on the work of the American psychologist John Dewey, which has become very popular in the last couple of decades, is “learning by doing”. Learning through project work and problem solving. This simple idea that experience leads to perception and knowledge has led to the formulation of what is known as the cycle of learning:

1) concrete experiences lead to 2) reflective observations, which lead to 3) the creation of abstract concepts and theoretical reflection, and then to 4) active experimentation, which leads back to 1) concrete experiences and the cycle starts again.

Physical and social learning – learning as social practice

The college provides a framework for both formal and informal learning processes. Formal learning takes place, for example, with the guidance of a teacher or instructor, situational learning. However, the idea of learning as social practice reflects the fact that a great deal of learning takes place outside the formal educational situations. Nonetheless, iIn the world of sports in particular, there are often situations where an experienced coach instructs a student, who acquires knowledge by observing the “master”.

We would like to highlight four aspects of learning as a social practice:

Practical companionship – learning takes place in company, where the student gradually acquires the key skills, knowledge and values

Acquisition of a professional identity – learning develops professional mastery, which develops a personal identity and self-image

Learning without formal teaching – Assessment through practice – learning through observation, imitation and own practice

Evaluation through practice – evaluation consists of continuous feedback closely related to practice.

Sport often involves informal learning, observing instructors, trainers and teachers, and forming models on their examples. This also involves a lot of psychological identification, in which the process of creating values and attitudes is reinforced by admiration and respect.

Social learning contributes significantly to the development of personality. The physical and social learning at the college does not just improve social and sporting skills. It is an important part of the formation of identity and the development of personality and character.