Learning and the Affective Approach

By Acene Fleurmons

My book, Learning and the Affective Approach, is a demonstration of the importance of affection, love, association, and integration for kids, preschoolers, and schoolers in their immediate environment and learning journey. That was an intellectual work that led us to a profound reflection on learning and on human intelligence (which we redefined in chapter 1), which facilitates the learning processhow we acquire knowledge, what makes people appear more intelligent or less, and what hinders the process of acquiescing knowledge. Lastly, we have come to understand why Benjamin Bloom had so much success with the publication of his Taxonomy of Educational Objectives: Cognitive Domain in 1956. In addition, we understood why David Krathwohl had to build upon Blooms ideas to publish a new book on educational taxonomy related to affection. The former infuses cognitive notions into the kids mind, and the latter relaxes it to facilitate the reception (chapter 2).

• Language: English
• Publisher: Xlibris US
• Release date: May 16, 2017
• ISBN: 9781543421729

Acene Fleurmons

Acene Fleurmons earned a bachelor degree in social work at Florida International University, in Miami, Florida (2004); a master of art in management at Ashford University (2010); and his doctorate degree in organizational leadership at Argosy University (2014). He is an educational researcher and the founder of Educational Services and Research Center. He is the author of New Paradigms of Becoming a Leader, published in 2013. Acene has dedicated his entire life to educational research. He actually is conducting research on education, teaching, and learning, focused especially on Benjamin Bloom’s Taxonomy of Educational Objectives: Cognitive Domain and David Krathwohl’s Taxonomy of Educational Objectives: The Classification of Educational Goals. The author/researcher wishes readers to have new and deep insights into Bloom’s taxonomy like never before. This is a subject that will never become old and classified as unfashionable educational thoughts. It just needs updaters like you and me. It implies that after the present publication, where one can find a profound analysis of the first part of the educational objective, Acene’s next step is going to be a reflection on the affective domain related to how people learn and the role of affection in education at home and in public areas and the role of the mind and brain in the process of learning. Acene’s main goal is to help increase the literature on education as a practitioner and educational theorist. Consequently, it is sure that he will help educators and teachers make progress in focusing on the students’ successes, starting with the way of teaching and educating and the way of testing. In other words and lastly, Acene wants to see change in the educational system for the good of not only the United States but also the world. That’s all his endeavors, and he needs nothing else.

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Copyright © 2017 by Acene Fleurmons.

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Rev. date: 05/12/2017

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Contents

Summary

Introduction

Chapter I Needs Assessment

Chapter II The Making of Learning Ability

Chapter III Linked to Bloom’s Educational Objectives: Cognitive Domains

Chapter IV Can IQ Still Stand in the Study of Human Intelligence?

Chapter V Is It Intelligence Quotient (IQ) or Experiential Intelligence Quotient (EIQ)?

Chapter VI Learning Disabilities

Main Conclusion

References

Summary

My book "Learning and the Affective Approach is a demonstration of the importance of affection, love, association, and integration for the kids, preschoolers, and schoolers in their immediate environment and learning journey. That was an intellectual work that led us to profound reflection on learning and on human intelligence (that we redefined in chapter 1), which facilitates the learning process-how we acquire knowledge, what makes people appear to be more or less intelligent, and what hinders the process of acquiescing knowledge. Last, we have come to understanding why Benjamin Bloom had so much success with publication of his Taxonomy of Educational Objectives: Cognitive Domain" in 1956. In addition, we understood why David Krathwohl had to build upon Bloom’s ideas to publish a new book on educational taxonomy related to affection. The former infuses cognitive notions into the kids’ minds and the latter relaxes them to facilitate the reception (Chapter 2).

The second publication was truly a necessity because without affection nobody can learn, even survive. However, this production was insufficient, which led us to thinking deeper on the matter of love and affection being nutrients that are able to nourish peoples’ minds and brains to strengthen the intelligence for a perfect learning journey. It implies that reshaping the brain with vivid intelligence alone brain is impossible. This is the reason why we went farther with our commentaries on those giants in climbing on their shoulder while it was still a highly difficult duty to bear (Chapter 3).

This research allowed us to realize that a lot of kids are misled and that they are not able to make any connection with their mom or important family members such as father and siblings. This connection problem is responsible for some kind of lack and deficiency of learning capacity while nobody pities them or has mercy on them. We also found that many other factors contribute to lack of intellectual ability that specialists call "mental retardation". These other factors could be birth defects (PKU or phenylketonuria, down syndrome, fragile x syndrome), post-birth accidents (fracture in the central nervous system or CNS and or in the prefrontal, siege of our rational thought), nutrition problem (bad diet resulting in PKU or phenylketonuria.

The most important things one needs to know regarding this research are the new definition of intelligence that is brought to light, enlightening the path of the people who’ve been striving in vain to know it, including psychologists and educators. This concept is at the basis of learning for it is the innermost part of the brain located inside the mind; it is an inborn intellectual capacity given to human to interact with the environment, to modify it, and to create a better one. It is one, but not many as Gardner thinks it is; it is well distributed in such a way we understand that no one is more intelligent than anyone.

This perception led us to considering that psychologists who spent all their time measuring human intelligence and make benchmark to establish intelligence quotient (IQ) rank have been wrong and erring in the state of illusion. To fix everything, this text just comes with a new way of seeing things. That new way of thinking will seal the fact all who pass by will acquire the basic thinking capacity to understand that IQ belongs with the past era while a new VRAC has been created to replace it by an EIQ to be gradually tracked.

It means that intelligence is not measurable as we cannot see it and manipulate it. We can just measure its liquid when only we feed it. When we do so, we will be able to grasp its phenomenon through its realizable actions by counting the positive ones over many wrongs considered as negative actions going in opposite direction. As it is considered that someone should have been at school to be successful in any test at the full extent, we presume that the test result should not be that person’s IQ, but EIQ. An individual’s IQ can be measured only from age zero to three months. During this period, intelligence is in its form of plateau where ego is not, to tell the truth, remarkable.

Those are the reasons why it is established that there is no difference between the individuals when it comes to intelligence while some of them can benefit favorable circumstances. All of us have the same senses which we use differently and which may be the cause of difference in human performance. However, one must accept that disabilities may also be the cause of dissatisfaction considering one’s lack of achievement to put him or her at unimaginable tense. It is again simply because he or she suffers from mental retardation and is lagged behind with no undertaken action while he or she may think that all is fine.

It was determined that some kids need professional help to heed the fluid seed in their brain without feeding tube to keep their heel unfractured. Yes, it is a necessity for those individuals who should be helped out of personal and social critiques for their situation may be fatal. Most of them did not come to the world like everybody, but with birth defect, which is not funny. This is why they may be imperfect. It is very possible that they make unwise decision to have negative effects on their lives. It is critical to help them to skip imperfection. Last, allowing them to escape from comparison and poisonous benchmarking for no reason. Give them a chance to try as they can strive like anybody even though they may not be able to thrive. One Just needs to avoid labeling them falsely.

Good luck with your reading,

Dr. Acene Fleurmons, EdD

Introduction

Since eighteen centuries, the French philosopher, Jean-Jacques Rousseau claimed that the society has a direct influence on human being. He contended that this influence is extremely negative. Human would have been born perfect, but the society destroys his perfection. That is one of the greatest cosmologic ideologies that we could get away with as guiding excerpt. However, it seems that based on the writer’s perception, it would be better to stay away from that society and create some kinds of self-education, which could be another problem greater than the former.

Therefore, it is not so nice to step after this keen-eighteen-century philosopher as society is synonymous to environment and that human cannot be erroneous. We, as an emotional and rational beings, can’t be living like animals in animal’s Kingdom. Human beings need human environment to learn and to build up their intelligence and to act like human, but not like animals. I watched in the news a 12-year-old Indian girl found among monkeys who acted like them because she grew up with them. She didn’t use her hands to eat, but her mouth from the ground. This is one of the reasons why experience is key when it comes to building up one’s intelligence from birth to death.

Does it imply that learning and growth are the purpose of life? Life is all about learning whether implicit or explicit, informal or formal. Therefore, learning is always in effect consciously or unconsciously for life and learning are intertwining. Human being is born to live and grow up; therefore, without learning, there is no growth, then neither life. However, it is widely accepted that learning cannot be effective outside of a good, loving, affective, and fostering environment. It implies that great learning relies on the nature of the environment in which the learner lives. If the environment is rich, then learning may be wonderful. On the contrary, it will be poor in a poor environment.

The environment provides essential learning tools to the individual learner, including a way of making experience and a way of connecting to others. The unique way of making connection is to give affection to the children to allow them to grow up and to allow effective learning to take place. Further, one will be able to understand that connection and affection are essential and critical to children because they are emotionally created, based on brain researches conducted by psychoanalysts and psychiatrists. People, in general, would feel better if others treat them affectionately so they can feel comfortable dealing with them as it applies to teacher/student relationship. Therefore, it is necessary to grow up in a good and healthy environment, to have a great past based upon one can build his or her future. Therefore, teachers and parents are formally responsible to create great scholastic environment in which the children could navigate at ease while eating their cheese on a hot sun breeze in a dried yard.

Human Being, Experience, and Affection

Human being is an extremely complicated being with a variety of needs based on its composition, including body heart, mind, and brain. We are different from other beings for many reasons. Because of our feelings, we are different from the objects such as stones, trees, and other natural things; because of our capacity to change rationally our state of mind to affect our brain, we are different from the animals. We are not totally different from the animals for they are composed of the same physiological, biological, and neurological elements with us. However, it is said that animals act instinctively while human beings act rationally. In addition, we are able to solve thousands of problems using our neo-cortex, our thought based on instructional education and experiences. Our neocortex is the fundamental basis of our difference from the animals.

It means that human being does not use consciously his automated limbic system for self-defense in danger zone or perceived difficult situations but he collaboratively uses his neo-cortex to bring balance and equanimity. Because also the neo-cortex is the main site of human emotion, it helps develop healthy relationship with others to satisfy his social, emotional and affective needs. It may be, in this perspective that Gazzaniga (2008) wrote a book titled Human: The Science Behind What Makes Us Unique in which he doubts that a chimp can make a good date. It would have been thought that it can’t make a date at all while human being can and is able to create a functioning and harmonious society, and an organized and civilized community governed by written and spoken rules. Only human beings can do them successfully based on the complexity of their brain structure with a more developed frontal cortex and their capacity of communicating their thought and will.

One must also remark that human beings are able to do so because of mutual support given to each other, because of exchange of affection and love which give life an unimaginable sense. It means that human beings are capable of building strong and lasting relationship together in firm attunements necessary for their own development. From this movement, externalized attachment emerges. However, a person does not need to do anything to generate his internalized attachment because it’s based on blood.

Attachment creates feeling of belonging and pride, and it is at the center of the individual motivation to live, act, and to focus on success in any of his or her undertaken activities, including domestic duties, studies, and work activities. In case this person fails to be attuned to other people in his or her environment, to build any successful relationship with others in his or her environment or to create a new environment, and in case that person experiences what one can call ill attachments with others, he or she will not be able to reach the expected success. Life may turn to be a failure because there may be lack of focus, brain malfunctioning because of damage in the neo-cortex area, loss of memory (Siegel, 2010; Gazzaniga, Vohs and Baumeister, 2011; Porges, 2011; Hughes, 1997; and Levy and Orlans, 1998) etc. It would be necessary to have some psychotherapy sessions and intervention to help those children and young adults.

Why does human need affection that much? The answer is the way we were created from heart to brain. It means that affection is an immaterial part of human related to our temperament, which is the base of all our needs. It means that we were born with it. Affection emerges from the heart connected to the brain, which is trained by the intellect to help express emotion carefully and rationally.

Human is an affectionate animal. Affection appears to be a part of us a few days after fertilization of the egg meeting man’s sperm to be located in the woman’s uterus waiting for the formation of the heart. Levy and Orlans (1998) affirms that it is