My academic/professional training has been shaped by different elements that helped me understand how the environment where you learn enhance either mindless or mindful learning. In this post, I elaborate on the different aspects that lead to one or the other, and the reflections I’ve got from experiencing for two years the Australian Academic system.
Prior to Virginia Tech, I got a bachelor in architecture from USFQ university in Quito, Ecuador; and studied a year abroad in Juniata College, PA. In both liberal arts universities, I experienced two types of classes: the very “technical” ones, and the “social/abstract” ones. The technical ones (such as structures, calculus and statistics) were the type of classes where you would sit in auditorium with 40 other students to learn from a lecture with very limited participation/interaction. The social/abstract ones (design studio, sustainable development, NGO managements) were the ones with all the interesting discussions and a lot of participation. These experiences, led me to the construct that it is difficult to overcome mindless learning in those very technical subjects, and that social/abstract subjects are the ones that usually promote mindfulness learning.
However, it was only until I studied my masters in Australia that I was able to break that paradigm I had mistakenly built. The University of Melbourne, as any other Australian university, has a completely different approach to learning. As a student, you are required to enroll in two different classes per each subject: a lecture and a tutorial. For instance, for a “3 credits” methodological class, I enrolled in a 1-hour lecture and in 2-hours tutorial. Lectures had the classical approach where you would sit in a classroom to receive all the information/material the professor prepared to facilitate your learning. Tutorials (which were usually run by T.A.s) in the other hand, were the space where you were expected to read articles so you can contribute to the class with opinions, arguments and discussions.
This experience helped me realize how achieving mindfulness learning, no matter what the subject is, is very possible when providing the right environment to allow students contribute to the learning process.