There is gravitational theory,
evolutionary theory and learning theory,, but only one of them claims
that the theory is necessary to the performance of the action. Things
drop whether you believe in Newton or not. Even if you believe that
gravity is a myth and the earth really does suck, things still drop,
and the earth still rises very slightly to meet them. Darwin believed
that the Galapagos finches had evolved long before the Beagle set
sail, and would continue to evolve long after the Beagle was
forgotten, but education experts would have you believe that you
can't teach without understanding learning theory.
This is demonstrably cobblers as the
first learning theorist must have been self taught, ie by someone
who, by definition didn't know learning theory. Learning happens.
Apples fall out of trees, land on your head and teach you not to sit
under apple trees if your dad is called William Tell. You can aspire
to be the President of the United Satates of America and deny the
theory of evolution. In a couple of decades it may be a necessary
qualification to PROVE that you are incapable of understanding the
Theory of Evolution.
Training anyone or anything will be
easier if you understand learning theory, or would be if learning
theory even began to approach the scientific rigour of evolution or
gravity. Those who discuss learning theory have a problem, they want
to be scientific and they want to be nice to children or animals, or
whoever they want to teach.
This is not scientific. Science doesn't
pick nice data, it doesn't come out with the politically correct
answer. Men run faster than women. Capital punishment reduces
reoffending. (Hanging the wrong person doesn't stop the criminal
reoffending, it only works when you hang the right one.) I am against
capital punishment and I have four daughters so I am all in favour of
equal chances for women, but I don't kid myself that my beliefs will
change the data.
So back to training, and learning
theory, and ponies, my particular interest. Obama, my pony, is still
terrified of whips and sticks though he has been trained entirely
with kindness, (and occasional bad language) since January 2009.
Thirty months of kindness hasn't eradicated the lesson that whips
hurt. In educational terms, whips, and those who wield them, are
vastly more effective than I am.
Our learning theory has to accept that
pain and fear combined are probably the ultimate learning method.
Temple Grandin believes that really deap seated fears are probably
incurable, though she, and I would welcome any system that proved
this wrong. This is where NICE conflicts with SCIENCE. But we won't
understand learning theory, or learn how to teach children, animals
or aspiring Presidents of the USA by denying the facts.
So let's be honest, we want a nice
learning theory. No problem, as long as we can agree on a definition
of nice, and learning and theory. Am I against violence? The easy
answer is yes, but if my children or Obama are about to walk into
danger, I will cheerfully hit them if it is the only, or even the
easiest way to stop them. It may also make them think twice about
repeating the action. It is certainly going to be remembered for
longer than a carrot or a scratch, or for the children a Smartie. For
someone as totally anti whips as I am, to admit that violence is a
reasonable and intelligent, and the most effective option, shows the
depth of the problem.
For a change, I am not looking for
answers, I am looking to see if there are any basic principles I can
lay down other than “Simon is right, send him some money.”
Animals, and children, learn by trial
and error. Yes but not exclusively, and not on the things that
matter. Young Zebras don't learn how close they can get to a lion by
trying different distances and seeing what happens. You would rapidly
have no zebras, and soon, no lions. Zebra's watch mum first, and
then other herd members and mimic their behaviour, learning, by
observation, the safe way to behave around lions.
Behaviour is either instinctive or
learned. Again, not that simple. Researchers found that although
monkeys are predisposed to be scared of snakes, the deciding factor
is the behaviour of the other monkeys when they first see a snake. If
the other monkeys are relaxed, the new monkey will be cautious, but
not terrified. If the other monkeys are terrified, the new monkey
will be terrified for life. The one that has been exposed to snakes
in the company of relaxed monkeys is innoculated against the terror,
even when put in with monkeys that are terrified of snakes.
The problem is actually simple, it is
one of time. learning is part of life, starting when you wake up, and
continuing till you go to sleep, with a strong possibiility that
sleep allows your brain to sort out and file all that it has learned.
The proponents of learning theory are trying to find a quick fix, a
way to instil the maximum knowledge in the minimum time. It may not
be possible. Learning to drive, learning to ride a bike , learning
to read, how long did they take? And now, you can't see what the
problem was. Changing gears, you could learn that in a minute. Hill
starts, dead easy, but when you were learning, when your reactions
were better than they are today, when your brain was young, and fit,
and trained by all that school work, it took weeks.
But it is there, ingrained in your
system, and you have been learning more every time you drive, so now,
you have a vast store of memories to guide you, and still you back
into parked cars.
When training ponies or children, or
adults, the pace must be appropriate. And time must be allowed to
store the learning. The old seven year apprenticship had a lot to
recommend it, the repetitive nature of the work, doing all the easy
boring bits, cleaning, painting, sanding off rough edges, boring
endless boring holes. I know the saddlechariot, and the iBex
backwards because I have made all the pieces at some stage or
another, I have cleaned the welds, and countersunk screw holes, and
assembled all the different variations. I can date any saddlechariot
I see, but more to the point, I can redesign it in my head, and test
ride it too, without needing to put it together, all in my head,
because I have served that apprenticeship, OK, under me, and I can
tell you, I am a right shit to work for.
We can't train ponies in brief
sessions. Or children, or US Presidents. Life is a learning process.
We wouldn't shut our children in a field or worse, a stable for 23
hours a day, (however tempting) and expect them to learn much. I
really got to know Obama when I drove him from Brecon to Birmingham.
Before then I deluded myself I was training him, after that I
realised we were just working together. I learn from him, he from me,
and both from experience.
Now when I want Obama to do something
new, I just get Obama and we do it. If he is unsure, or nervous, I
lead. If he is confident and relaxed, I steer.
Over the next week or so I expect to do
some more rowcrop work, but Obama started doing that before we set
out for Birmingham and he knows the rules. Follow the tramlines,
don't eat the crops. And I know the rules, we stop at the end of each
row for Obama to have a munch on the verge. He sets rules as well. We
are working together. It's what they call teamwork.
Look at the things
I don't do.
Where or how Obama
holds his head is his business. Up down or sideways, it's his head
and he can choose how to hold it. The same with his legs. He can move
them in any order he likes. If he can gallop at a suitable pace for
hoeing rowcrops with me walking behind, that is fine by me. How high
he lifts his knees is his choice. How high I lift MY knees is MY
choice.
There are huge
chunks of his behaviour I never control, any more than I would
control the gait of a dog, or the head carriage of a dog. On one
thing I am absolutely firm. I like to be stationary when I have a
crap, I allow him the same privilege. I can think of no reason for
forcing an animal to walk on while having a shit other than a bloody
minded obsession with having your own way