The Lifelong Journey of Learning

Learning is an essential part of human development and accompanies us from early childhood to the end of our lives, albeit with varying intensity and forms. From the spontaneous learning of toddlers to the structured education of schools, and finally to the informal learning of adulthood, each stage presents unique opportunities and challenges.

Early Childhood: The Innate Learning Machine

A young child is a spontaneous learning machine, building knowledge from scratch in a very dynamic way. Initially, this process is not very visible; the child observes and senses the world. Gradually, they begin to speak, starting with single words and eventually entering the “why” phase, characterized by incessant questioning as they try to absorb as much information as possible.

This phase can emerge because children reach a stage where they can communicate and ask simple questions, even if it’s just “why.” These questions, though simple, extract knowledge and information from their parents. Several other factors contribute to the emergence of the “why” phase. First, children must be able to communicate their questions, even in rudimentary forms. Second, they possess a natural curiosity about the world, driven by the lack of knowledge and a desire to understand their surroundings. This internal motivation is a key driver. Another significant factor is the lack of inhibitions in children, allowing them to ask the same question repeatedly until they receive an answer, undeterred by the potential annoyance it may cause their parents. Additionally, the presence of a parent as an omnipresent source of knowledge plays a crucial role. Parents, who are always around and significantly more knowledgeable than their children, are perceived as all-knowing sources of information.

Beyond asking questions, children learn through life experiences. They explore, touch, taste, and engage with their environment, even if it involves risky behaviors. This constant experiential learning complements the questioning phase, making it another essential mode of learning for young children.

Exiting the “Why” Phase

The “why” phase eventually ends, primarily due to changing factors. As children acquire basic knowledge about their surroundings, they no longer marvel at fundamental things, reducing the number of questions and instances of curiosity. Additionally, as children grow, they spend more time away from their parents, playing outside and becoming more independent, reducing the immediate availability of a parent to ask questions.

Parents’ patience also diminishes over time, and they may not respond as patiently to endless questions from older children. Furthermore, children realize that the increasingly complex questions they ask often receive unsatisfactory or incorrect answers from their parents. Considering these factors, it becomes understandable why the “why” phase gradually fades from a child’s life. The exploration of the world through personal experiences remains important, as children increasingly gain independence and learn from their surroundings.

Formal Education: Structured Learning

Next comes formal education in kindergartens, schools, and universities, where knowledge transfer is organized at an institutional level. While the “why” phase is driven purely by curiosity, formal education introduces external pressures and obligations. Learning becomes a task, a duty, which can evoke resistance and diminish personal motivation to varying degrees. Adults often say, “You are not learning for school but for life,” but as children in a compulsory education system dominated by exams, deadlines, and assignments, this perspective is difficult to grasp. It is often only in retrospect, from the vantage point of adulthood, that we appreciate this sentiment.

Adulthood: Lifelong and Informal Learning

After formal education, adulthood and work come into play. Although formal training can still be part of life, informal learning becomes increasingly prominent. This includes activities like reading books, newspapers, and spontaneous learning related to hobbies and daily life.

Spontaneous Learning in Adulthood

Reading Books

Reading books can be a significant form of learning, where we engage with an author’s thought process on a topic that interests us. Unlike formal education, this type of reading is driven by pure curiosity and intrinsic motivation. If the author’s ideas resonate with us, they can significantly influence our worldview. Regular and conscious book readers expand their horizons and integrate the messages of the books into their thinking, even if they cannot recall specific details later.

Reading Newspapers and Magazines

Newspapers and magazines, whether traditional or online, differ from books as they present a variety of authors and topics. They offer a mix of information on different subjects, providing a broad but not deep understanding. Regular readers of newspapers and magazines develop a general awareness and cultural knowledge in various fields.

Even if learning is not the primary goal when reading books or newspapers, it often occurs spontaneously as we satisfy our curiosity and unwind.

Spontaneous learning

Daily life is filled with information that we process automatically, learning about the world around us through interactions and experiences. This can include practical knowledge like bus schedules, store hours, or procedural information, as well as social details like names and birthdays. People who pay attention to their surroundings, have good memory, and absorb information easily can accumulate a vast amount of knowledge over time.

Hobbies and Lifestyle

Hobbies and lifestyle choices also lead to learning. Whether it’s running, healthy eating, pet care, or painting, individuals who are passionate about these activities naturally seek related information. They read, talk to like-minded people, and educate themselves about their hobbies, driven by internal motivation. This long-term interest results in continuous learning without conscious effort.

What If There Could Be An Adult “Why” Phase?

Adults also have opportunities for a learning phase similar to the child’s “why” phase. Young children constantly ask questions about the unknown, driven by curiosity and supported by the presence of knowledgeable adults. As they grow, they realize that adults don’t know everything, sometimes make mistakes, and that asking too many questions can be annoying.

Eventually, adults outgrow this phase, becoming less inquisitive due to a combination of acquired knowledge, decreased curiosity, and the absence of a readily available “know-it-all” figure.

However, adults continue to encounter new information daily. Whether it’s a street name, a historical figure, a work-related term, or a foreign word in a book, there are countless opportunities to ask questions and expand knowledge. But unlike children, adults often pass by these opportunities, either because it’s inefficient to address them or because they feel embarrassed to ask.

Imagine if there were a way to quickly get answers to these everyday questions, receiving brief explanations or deeper insights on the spot. Such an instant learning method would revive a crucial learning process driven by curiosity, building a continuous and organic knowledge base about the world around us.

This instant learning method could also benefit assisting structured education. Learning from books or notes can be challenging due to gaps or unclear concepts. Having someone to make the material interesting and answer questions could make learning more engaging and comprehensible.

I am exploring the development of such a learning and information acquisition method.