Do we ever stop learning?

Do we ever stop learning? The answer is no. We never stop acquiring knowledge; Furthermore, it seems that we have different ways of learning.

In this context, there are two relevant and inherent elements of the human condition: autonomous will and desire to learn. The first makes the person aware of himself, at the same time identifying his desires; The second is the authentic determination to grasp knowledge, present in the social and cultural environment, which generates pleasure and satisfaction.

It is true that children, like sponges, easily absorb knowledge; On the other hand, adults can consciously deploy strategies that optimize our learning, being able to take advantage of a wealth of experiences.

How do we learn?

In general terms, the bases of learning are made up of our senses, the first stage of knowledge, since through them we receive the stimuli that will be processed and synthesized by understanding. Later, thanks to our language structure, they will be converted into logical discourse – at least, for us. Let us remember that Learning is conditioned by how we perceive and emotional states.

We learn by observation-imitation, interaction, trial-error and repetition. Besides, we have the structures a prioriphylogenetic, without which the functions would not have a structure with which to begin to operate. For example, without the eye we could not observe or, without the sense of smell, we could not smell.

The human brain will acquire new knowledge throughout life until death. Now, what role does the brain play in the continuous learning of human beings?

Brain plasticity

The brain has the potential to modify itself, thanks to neuroplasticity. To understand how it does it, it is necessary to understand the nervous connections that arise as a consequence of the new information to be processed, through sensory stimulation, with everything that comes with having a subjective affective component, inherent to the human condition.

Brain plasticity or neuroplasticity is a constant process of remodeling neurosynaptic schemes in the short, medium and long term. Its function is to optimize the activity of the connections of the brain networks, even when the nervous system receives some type of damage.

Neuroplasticity is associated with infant learning. However, as we mentioned before, it also exists and plays an important role in all ages. According to María Virginia and Juan Suárez: “the neuroplasticity that occurs during ontogeny for the development of new circuits induced by learning and the maintenance of neuronal networks, both in adults and in the elderly, is called natural plasticity.”

Globally, The brain experiences internal or external changes, which are due to reorganizational modifications of the neurons, especially in perception and cognition. Thanks to the new neuronal connections, various biochemical and physiological components result in different chemical, genomic and proteomic biomolecular reactions. In this way, thanks to the brain, we never stop learning.

What can we continue learning?

Often, what we learn is closely linked to what we want. Whether consciously or unconsciously, we will invest resources in this learning versus other potentials.

Thus, we never stop learning; neuroplasticity is proof of this. However, What we learn is closely linked to what we desire and our emotional condition, plus the audit carried out by our reason.

For example, if you are a person passionate about music, you cannot claim to be a genius in mathematics, as long as you do not feel a strong inclination towards it. It is essential for learning to know what you have attitude and aptitude for.

If we are clear about what we want, only death is what can set limits on our desire to acquire knowledge.. The key is in the will we have to learn, without ever giving up discipline and perseverance, which are vital to reinforce the experience of knowledge.

Emotion and learning

Saying that “we stop learning” is an exaggeration, since perception is always active. However, Emotions and affects that are not so conscious also have the potential to condition our way of acquiring knowledge.

For example, studying to obtain a good grade is not the same as studying to be able to apply that knowledge in a future professional practice. Fortunately, the strategies associated with the second motivation can also help us achieve the first objective.

The second case deserves a separate paragraph. Self-taught people, for example, are more constant in learning because precisely the monitoring of this learning is carried out by a motivated person who is always with them: themselves.

Another example of particular motivations is found in people under a significant clinical condition; with limitations imposed precisely by that clinical entity, they have to face the challenge of learning precisely to free themselves from many of their limitations.

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