"Passion to Learn" -- The Forgotten Words
The term ‘passion’ is closely tied with personal hobbies, voluntary programs, and career routes. How about that passion to learn? Why don’t we hear it often? Isn’t it that hobbies and the rest of the mentioned connotations involve learning?
Learning those may be different from the kind of learning that commences in school or college or uni. But, that shouldn’t make it less conceivable or recognisable. Passion may be selective in that we seem to see it in a select few and not in every activity students engage it.
But what good would it bring – to remember how it is to be passionate about learning?
- In the context of formal education, will this passion take students close to their desired marks? Perhaps, these marks won’t necessary propel up; however, in the long-term, this passion to learn should makes students resistant to the oft-present frustrations of institutionalised education.
- In an internal battle between haphazardly completing a writing chore and finishing late at night with a terrific input, passion could drive students for the latter. It is so because passion is always inclined for the best results regardless of difficulties, or might even see these difficulties as necessary.
- In context of learning outside of lecture rooms, passion does push students to perform their best. Even if queues are long, a working environment is so foreign, and people they’re with are different – students have a better chance of making it, with passion in tow.
Bringing it back
If such passion for learning is really forgotten, how can students bring them back? Students are not the only ones to have to work for its reclamation. The strongest influence also lies among students’ educators and institution.
Educator’s Role
- Tutors, professors, and the whole of the faculty team are in the direct position to initiate passion-based learning inside lecture rooms. Consequently, they’re left with the recourse to evaluate their students’ take on passion, find ways to infuse it in their teaching load, and appraise the results of such feedback with adjustments or improvements in mind.
Institution’s Role
- An institution should be a leading entity and agency for fostering the passion to learn. It is not enough to assume that students were accepted in their ability to show that they do have that passion; the institution must also adopt policies and other courses of action relevant to furthering students’ potential through their passion. Lastly, an institution must also provide more support for its educators, in line of fostering the passion to learn.
Students’ Role
- Students must actively recognise and maintain receptivity of the educator and institution’s measures towards nurturing the forgotten Passion to Learn. As a recipient, students are to provide accurate feedback to facilitate the advancement of these measures. And when students themselves find their passion to learn resuscitated, they’re bound to share it.
The passion to learn is the best counter to the usual disengagement students’ experience or exhibit inside and outside lecture rooms. It’s about time to bring it back.
Author Bio:
Mario loves to pore over the latest trends regarding higher education, radical education, debates on MOOCs, and so forth. As a consumer of relevant information, he finds it essential to share his own take, as well as, direct his readers to the sources of his material. If not reading and writing, you can catch him playing video games with his two kids.