Understanding learning and decisions
The ability of understanding learning and decisions corresponds to the value associated with the collaborative effort of experiences and the values embedded within an individual. This then becomes the essential principle shaping and cultivating opportunities related to advancement and growth. With the interplay of these factors, it helps necessitate the transitions toward life and becomes supplemental in ascertaining conditions of convergence in specific choices.
Seeing this, the analysis Griffin establishes then the purpose of relating human connections to that of cells and rockets in the path that puts forward continuity, relevance, and transcendence. Analyzing the perspective of human connections, it can be seen that the analogy seeks to consider the essential aspect of learning and how it can spur not only through formalized education but also towards rekindling values taken from the environment. Here, there seems to be a mutual relationship between the functions of human interaction as it relates to the principle of espousing realities in one’s life (Griffin, 2008).
These conditions help then necessitate a formalized function of continued enhancement of multiple decision-making and tasks that further inputs, goals, and opportunities. Seeing this, the process of immersion and establishing connectedness does not emanate from the inputs prevalent or dominant within the social realm. Rather, it remains to be a free-flowing process – influenced by numerous factors and means to understand and comprehend the realities associated with one’s ability to respond to the future.
As Griffin (2008) argues, “the motion of cause and effect is like the motion of a wave in water, continuous, within and not without the matrix of being, so that all consequences whether we know them or not, are intimately embedded in our experience” (p. 319). Such recognition of opportunities then helps engage learning and development through means of further interaction and acquisition of dialogue. Again, this is contrary to Friere’s concept of banking education wherein it delegates the aspect of learning to be continuous and influenced by the capacity of an individual towards a specific consciousness and ideal.
Here, Friere (2009) points out “they may perceive through their relations with reality that reality is really a process, undergoing constant transformation” (p. 94). These directions then remain crucial in ascertaining valuable principles corresponding to continuous transformations as it relates towards change. Given these, the dynamics then of learning and its acquisition relates to interdependence and growth situates itself in the interaction and facilitation of objectives related to establishing connections through time.
Here, it becomes a continued process of extensions and repositories of experiences stimulated by education, relations, and communication with individuals, society, and one’s personal environment. In particular, Griffin (2009) makes a good analogy of this by saying “were you trace any life, and study even the minute consequences, the effect of instance, of a three-minute walk over a patch of grass, of words said casually to a stranger who happens to sit nearby in a public place, the range of that life would extend way beyond the territory we imagine to inhabit” (p. 324). Similarly, the same condition can be described as a nucleus cell.
Each individual has their own base for cultivating and development. Here, it remains to be a blank sheet where new inputs can be added, values and principles to be honed, and experiences to prosper. These different encounters then create and form a particular pattern and establish the identity as it connotes from the way it becomes immersed in the construction of reality. These patterns in effect justify the conditions in furthering new ideals and establish connections in each decision and utilize valuable means to convey each one depending on their specific purpose (Griffin, 2008).
The division of each cell then corresponds to the opportunities for learning and acquisition of information. Here, it tries to harness valuable contributions emanating from the environment and complements these values as it also contributes to the formulation of new functions, roles, opinions, and associations. Seeing this, the educational community then becomes crucial in this process as the dynamics of formalizing these raw principles and values increases opportunities to relate each one and provide symbols depicting their impact in choices and cultivate better means of infusing these in a much bigger picture.
However, this immersion does not mean it can hone something that is unique. Here, it showcases the interplay of different factors in shaping reality (e. g. power, influences, bias, etc. ). All these elements constitute the formalized pattern of education and may become an essential catalyst in shaping and honing capabilities to respond to the environment they are in and to others (Frienze, 2009). In essence, the continued splitting of the nucleus cell generates a new function, expectations, and interconnected choices that individuals have to take into account and consider.
Furthermore, these then become critical in showcasing a vision and renewed perspectives towards life. It then becomes a realization not only for survival but for adapting to the current movement. If one is unable to cope accordingly, it would only lead to difficulty to functioning and creation of specific hindrances for growth and development. Alongside the formalization of ideas through education, one gains insight towards the trends that affect new important factors that shape individual’s reaction towards concretizing dynamics related to reality.
Here, people begin to decipher that specific interests are not always achieved and the purpose and goal continues to change through time. Such realizations then foster a new way of seeing reality; in a more critical manner. In particular Frienze (2009) stipulates, people develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation” (p. 100).
As this nucleus cell continues to expand and split, it also creates associations and formalization of interaction. Here, decision making then becomes crucial not only for the individual but also towards other actors as well. It becomes a vital foreground where the ideas are put into place while value and ideals stay in the background. In here, the constant associations to build learning then become a contributor towards an increased consciousness level – exploring new directions and diversifying new options to consider and advocate (Griffin, 2008).
The last essential purpose to be considered revolving around Griffin’s argument corresponds to the ability to how man reacts and adapts to these changes. By using the analogy of how rockets are made, it still corresponds to its ability to adapt and adhere to the specific direction where no one can control. Despite the initial attempt to concentrate and purposely design its specific parameters and control its dynamics, the end-goal, there are still some associated elements that can provide it to fail in the middle (Griffin, 2008).
Relating this to the overall argument, this can then be compared to the ability to utilize its application in relation to the attempt to consolidate new directions towards life. No matter how much man plans and establishes goals, the diversity and complexity of associations and experiences can alter its course and direction. In particular, it infuses the idea that no matter how simplistic we see life as it is, it continues to be multifaceted and is continuously shaped by numerous means; both that we control and the ones we cannot (Griffin, 2008).
Due to this, the essentials then of exploring this argument connotes the capacity of outlining that the course of every missile would always remain to be unpredictable. This reality then ascertains that individuals should remain dynamic and responsive to these changes. The way people gain inputs and ideas denotes a shift or amendments to their personal beliefs and how they view reality in general. All these then become a valuable instrument in infusing common relationships altogether.
To conclude, the purpose then of Griffin has always been rooted in the ability to understand life not as a static process but more of a collaborative and continuous one, where people take into consideration expanding and widening associations. As it continues to develop, it also brings about new opportunities to exemplify changes affected by choices and decision making. All these directions then permeate a new process that fosters continuity and transcendence from the personal towards other actors involved in the construction of reality and how they see it.