2/1 MINDFUL LEARNING
by Darren Jackson
In Mindful Learning, Ellen Langer champions what she refers to as “sideways learning.” This type of mindful learning revolves around five different psychological states: “(1) openness to novelty; (2) alertness to distinction; (3) sensitivity to different contexts; (4) implicit, if not explicit awareness of multiple perspectives; and (5) orientation in the present.” The nemesis of sideways leaning is overlearning. Overlearning, or the rote performance of habitual behavior is closed, inattentive, insensitive, prejudiced, and hopelessly lost in the past. Sideways leaning recognizes the unique abilities of every learner, abilities that preclude the possibility of a right way to do something. If we, as educators, can foster and promulgate this kind of attitude in the classroom, we can maximize the potential that unfortunately languishes dormant in most students.
Darren M. Jackson 
Thanks for the good summary of Langer. I think there is a lot to like in her idea of sideways learning. I try always to keep in mind, in particular, the opennes to novelty when I teach so that I don’t get too stuck on what I’ve planned in case we move away from it for a few minutes (or whole session).
The thought occurs to me though: Isn’t there a place for rote learning? For example, learning to drive involves both creativity and openness to the environment around you but also rote learning of the physical muscle movements of driving. So much so that they become “muscle memory” and one doesn’t have to think when or how to shift, one just does it.
Jake
Thanks for summarizing the 5 different psychological states. Which one would you think is the most important in mindful learning? I personally believe that students lack the openness to novelty, and it is our role as instructors to help them achieve that through the activities assigned both in and out of class.
Do you think that over learning is a problem in your field? If so, how do you think that you would incorporate sideways learning in your classroom?
Overlearning does have its place, but that rarely should be the classroom. I used to teach karate classes, and practicing something over and over allowed people to simply react when the situation called for it. But even in that environment, I didn’t like forcing people to learn each technique in only one way. By allowing students to explore their own creativity and what worked best for their own body resulted in so many different forms of expression. I taught the same set of techniques to countless students over many years, but looking back on it, they each would develop their own style that was unique to each person.
I wonder if “overlearning” is a problem or not. A dichotomy between “‘sideways learning'” and “overlearning” makes me think that it is the context that matters. Overlearning basketball-playing can pay off very well in basketball performance. Overlearning sitting to tests may not pay off very well in establishing teamwork routines.