The learning material and contents provided by the AltanaESP Network & System, frequently make use of terms and concepts that aren't all that familiar to most people. This glossary - AltanaESP Terms and Concepts - is a collection of the constructs (i.e. words, terms & concepts) often used in AltanaESP materials and content. This glossary act as a source of reference to enhance the contextual meaning and understanding of these "odd" terms and concepts. Words and/or phrases hold different meanings for each person. Therefore, it is a sensible idea to "define" the constructs used and to "place every body on the same page" when dealing with such constructs. You, the reader - most likely - have quite a different definition for, understanding of or perspective regarding such constructs... and that is fine! However, within the Altana... Electronic Support Platform (i.e. Network and System), the various terms, concepts and implications are quite specific and contextual.

Therefore, each word, term or concept - included in this glossary - serve as a "resources tool" to promote understanding and context when dealing with or exploring AltanaESP materials and contents.

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LAB-Factors (i.e. Life's A Bitch) probably are the most potent variable force in the universe today, and it effects everything that we do... every day and every moment of our lives. LAB-Factors determine the climate of every deal, relationship, interaction, environment, situation, event and circumstance. Hence, LAB-Factors contribute to the outcome or result of any possible scenario in which humans are involved.

LAB-Factors consists out of three main components that influence the outcome of every situation, as either productive or unproductive. These three components are the factor combination of what...
  1. "I" can control... our own actions, abilities, skills, feelings, perceptions, behaviours, ...etc. (i.e. our individual responsibilities and implied contributions).
  2. "WE" can control... economics, politics, legislation, rules, regulations, culture, ...etc. (i.e. group accountability and implied interdependency).
  3. "NONE" of us can control... the unexpected, moods of people, their attitudes, emotions, preferences, likes and dislikes, nature, the weather, rain, tsunamis, earthquakes ...etc.
The first (i.e. I control), we can "determine, direct and predict"... most of the time anyhow. The second (i.e. we control), we can frequently predict, based on prevailing collective assumptions, views, opinions, perspectives and ideas. But the third (none can control) - most of the time - is completely illogical, often chaotic and frequently difficult to explain.

Thus, LAB-Factors are a combination of variables which presence and influence we just have to accept and we should "cross the bridge when we come to it". LAB-Factors - and in particular aspect 3 - requires that we establish and maintain a proactive attitude towards life and sustain a holistic point of view as an efficient counterbalance to the incident-isolation trap which often intensify the Newton's Cradle Trap.

Important LAB-Factors lies at the very root of future shock, which is normally intensified by the third variable component of "none of us can control".

LDP is the abbreviation of our personal Life Development Plan, which is the initial or commencing step of the AltanaESP LMS Guidance and Coaching Methodology.

All humans (regardless culture, language, age or gender; i.e. the sameness dimension) have certain expectations of and what we would like to achieve during our life time of existence on this planet (i.e. our destiny in life). Our LDP is an essential tool to direct and steer us towards what we would like to achieve or obtain in life. By purposefully implementing our life development plan (as translated into appropriate CPD's) we regain control, are able to steer our thoughts, actions and behaviours to - eventually - become able to self-direct our own path in life in a SMARTER manner.

However, attempting to formulate a meaningful LDP, becomes mere wishful thinking or "a fading new year resolution" when our LDP is not launched from an authentic SWOT-analysis and a sound accumulated point of departure sourcing from our personal vision statement, mission statement, value statement and legacy statement, which are kept meaningful and purposeful by our dreams and aspirations.

Energise and focus yourself by reaching for the stars.... Come on, what is stopping you? You can change your stars!

However, when we unconditionally cling to and entertain the belief...
  1. in an "overnight" success and quick fix solutions.
  2. that someone else has the real answers for our success.
  3. once a particular qualification is obtained that we no longer need to learn and develop ourselves.
  4. failing to achieve our expectations is someone else's fault.
  5. the only things that actually matters are our dreams themselves.

...we literally set ourselves on a life path littered with frustrations and plenty of personal disappointments.

Learned associations are primarily external or outside associations sources and are certain aspects of anxiety that appears to be unavoidable by-products of the normal human developmental process and the pressures of modern society. We are unique among mammals in that we spend an unusually long period of early life in a relatively helpless condition... and a sense of helplessness can lead to anxiety. The extended period of human dependency on others, implies that we "may remember and learn to anticipate" frightening or upsetting experiences long before we are competent enough to feel a sense of mastery over and coping with our environment via mirror belief systems and teach by example as the most significant contributors.

Thus, the observation that anxiety disorders "often run" in families provide a clear indication that as children we learn unhealthy attitudes and behaviours from our parents, as well as healthy ones during our formative years. Also, recurrent disorders in families may indicate that there could be a "genetic or inherited component" with some anxiety disorders that people experience. For example, there has been found to be a higher rate of anxiety disorders (panic) in identical twins than in fraternal twins. "Scientifically" it is generally accepted that such "anxiety abnormalities" is inherent through DNA, BUT... the impact of cellular memory - in instances like these - shouldn't be ignored either.

HintHowever, resent studies in neuroscience strongly suggest that as humans, we could - by choice - completely "re-wire" the "circuitry" of our brains when we dedicatedly follow an accountable self-developmental strategy initiated by a personal LDP, refined as a CPD, transformed into a PLP and implemented as a sound SDS.
Education is the great engine of personal development. It is through education that the daughter of a peasant can become a doctor, that a son of a mine worker can become the head of the mine, that a child of farm workers can become the president of a great nation. It is what we make out of what we have, not what we are given... that separates one person from another - Nelson Mandela.

All people learn (i.e. the sameness dimension), some apply similar methodologies (i.e. similar dimension) and yet no two persons learn in exactly the same way (i.e. difference dimension). With this in mind, it is ludicrous to assume that a specific learning methodology can be develop that is suitable for all people... all of the time... and for all possible learning opportunities. We must have the freedom to select and adapt learning strategies that best suit our natural learning strategy and which is fitting for the context or the circumstances under which we have to learn.

Stemming from the industrial revolution and well research by quite a number of highly qualified psychologists, educationalists and researchers; a learning methodology was developed and implemented for all people and most circumstances. This eventually developed into the standardized teaching norm of today and when an individual struggle to achieve success with this "norm for learning", then the problem lies with the individual and not the educational or teaching system.

The basic elements of most modern day teaching and learning methodologies can briefly be highlighted as follows....
  • limit or restrict a number of healthy energetic individuals in a square room.
  • place a well trained and prepared teacher/trainer in front of them.
  • let this person use scientifically research teaching methods to convey information.
  • use plenty of examples to bring the real world into the classroom.
  • let learners explore by means of asking questions and do interpretations of learning materials.
  • if possible and time permitting, take learners to experience the "outside" reality.
  • assess their understanding by means of a test, exam or assignment and a project or two.
  • keep learning contents focused and within the parameters of a specific subject area.
  • ensure success by repeating the process frequently, for as long as it takes.
  • learn first, all that is there to learn and then "escape" into the outside world to "do" your thing in the real world.
Although there is some merit to this line of teaching - for one thing, it was successfully used for a number of decades - it is gradually becoming less and less effective, due to a world that is rapidly changing and in which "removed" and "fragmented" academic learning no longer serve the purpose of modern day demands. The what of teaching - for the bigger part - is still valid, but the how of teaching is largely outdated. Learning through experience, trail-and-error and solving "real problems" should be re-instated in the how of teaching and a learning strategy. Thus, a "DO first, then LEARN"-focus, rather than a "LEARN first, then DO"-focus.

At first glance, it may seem that this approach to learning is completely "new". It isn't! This is the most natural way for people to learn and we are doing it (knowingly and unknowingly) ever since man first arrive on this planet. It is a natural learning strategy for man - do first then learn - and suitable for all people, with some adaptations here and there to fit the context of the situation. Being cornered in a square room is "unnatural" and an unhealthy residue from the industrial revolution. The manner in which ALL children learn... to talk, to walk, socialize, ...etc. is successful in most cases, except in the presence of serious problems such as - for example - severe brain damage, malfunctioning senses or missing limbs.

Therefore, we should actively encourage and realign teaching and/or learning opportunities to apply a methodology of "first learn, then do" less and less; while emphasizing and focusing more on 'first do, then learn'. For example...

When teaching a person to drive... do we fragment the learning process (e.g. practice changing gears, switching on the car, using the indicators, turning the steering wheel, ...etc.) and when the different skills are well established, only then we let the individual drive? NO..., we expose the person to the "whole, complete, total, holistic" driving experience at once. First in simple less threatening more controllable situations and - as s/he learns from his/her mistakes, gain the necessary experience, competency, confidence and accept responsibility for his/her actions - we gradually expose him/her to more complex, difficult and complicated driving situations and circumstances.

I rest my case, people are learning in this manner for centuries, very successfully and is still actively employing in modern day learning strategies. Unfortunately, 90% of the time outside of the present formal educational and teaching system.

Question Would it be easy to convert the present educational and learning system of "first learn then do" into a "first do, then learn" system? Definitely NOT.

Question Is this a task of total impossibility? Again, No!

Providing that we consistently place the proper learning emphasis and focus on...
  • learning by implementation,
  • co-operative learning,
  • focused learning,
  • learning by collaboration,
  • life-long learning and
  • manage learning interactions by employing a reliable and accountable LMS procedure and structure.

The above Cone of Learning illustrate and emphasize the following...
  1. For effective and efficient learning to take place, learning should be facilitated by means of critical thinking processes. In the words of Albert Einstein... "I don't teach my pupils, I only attempt to provide the conditions in which they can learn".
  2. Learning, education, teaching and training should focus on diversity (i.e. accommodate Dimensions of Human Beingness), rather than promoting conformity via standardized test and a predefined curriculum (e.g. matriculation examinations).
  3. Learning and teaching activities should be based on and source richly from curiosity. Curiosity is the natural driving force behind and the true engine of learning. Unfortunately though, most places of education/training today, strictly enforce compliance (e.g. unit standards and the NQF framework).
  4. All people are natural co-creators and shape their own life’s by taking creative actions, which in the end is the main source of human diversity. However, in actual fact, standardization is encourage and rewarded as the "correct/right way" of co-creating one's life, with little to no tolerance nor accommodation for creativity and individuality.
In modern times, characterised by rapid change and the accompanied information explosion, it is rather risky to interact with life without the calibrated assistance of a strategic Learning Action Model.

When we know and understand the preferred manner in which we are inclined to learn new things or profit from our experiences (i.e. learn our lessons in life), will help us tremendously to selectively choose and utilize our learning opportunities in such a manner that we could learn productively, effectively and gain much benefit from the learning experiences presented to us. This does not imply that we cannot learn from activities that are not specifically calibrated to our own personal learning action model... in fact, it can be a healthy thing to occasionally select learning opportunities "outside" our characteristic model of learning. In doing so, it creates balance and help us to sharpen our existing learning skills and abilities.

There are four distinctly identifiable learning dimensions - which in combination - yield an individualized and unique learning action model. These learning dimensions - in the context of a theoretical-match - can be identified and described as follows, the...
  1. Activist learning dimension
  2. Reflector learning dimension
  3. Theorist learning dimension
  4. Pragmatist learning dimension
Key On order for us to learn productively and become effective in problem solving, our learning action model should - ideally - be a balanced combination of all four indicated learning dimensions. However, as human beings we tend to favour a particular learning dimension, a dimension which comes naturally and which we tend to apply in most learning opportunities that we encounter.

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