Learning is a complex process. It happens within us, not to us. It involves our minds, emotions, values, interests and behavior.

Mind Filters Regulate Learning

Like communications, all forms of input into our minds are processed through the mind filters of past experiences, understandings, and personal values. Input may be 1) accepted as familiar to what we already know, value, and trust, 2) questioned, or 3) rejected.

Accepted – The input may be accepted because it is in harmony with our mind filter of knowledge, understanding, values, etc.

Familiar – The input may be readily accepted because it is similar to the knowledge, understanding and values that we currently accept as fact or fiction.  The input may reinforce our knowledge, understanding and values.
New, yet familiar – We may add the input to our mind filters as new knowledge and understanding because it is in harmony with our current knowledge, understanding, values, etc.  In this situation, active learning takes place.
Re-learn – Here we may accept the input because it logically fits with our mind filters as we replace or change previous knowledge, understanding, values, etc.  In this situation, active learning takes place. 
Since relearning is changing our vision of the world and life, it is difficult for most people.  People often refuse to learn because we subconsciously are unwilling to allow changes to our mind filters.  When the mind filters of values and emotions are involved, re-learning is usually difficult.

Questioned – We naturally question any input that is not in harmony with our mind filters of knowledge, understanding, values, etc. 

New – It is natural to question any input that is new to our mind filters.
Interesting – Our interest may be peaked as we begin to question the input as fact or fiction (based on our mind filters).
Possible – With repeated input, the questionability of the input will become more focused as possibly factual or fictional (based on our mind filters).
Probable – With additional input, our mind filters will render the input as probably factual or fictional (based on our mind filters).  It may eventually be accepted as factual or fictional.

Working in the questionable realm may be part of the learning process as we move from interesting to possible to probable to accepted.  This is the science of marketing.  In the marketing process we may eventually come to accept the input simply because it is familiar rather than we actively legitimized the information as factual or fictional.

Rejected – We naturally reject input that our mind filters evaluate as contradictory to our accepted knowledge, understanding, values, etc. 

Disregard – In some situations, we simply disregard the input.  In fact, we may disregard the input so automatically that we don’t process the input. 
Expel – When the input is in strong opposition to our mind filters of values and emotions, people typically expel the input.  We may respond in a variety of manners including getting an upset stomach or headache, feeling nervous or anxious, becoming quiet or vocal, feeling angry, or even becoming violent.

As the “Learner”

Education is about change, as we add to or update our mind filters of knowledge, understanding, values, etc. When involved in a learning experience, pay attention to your mind filters that may enhance or detract from our learning potential. Being aware, up front, of the impact of mind filters allows us to focus energy where needed to enhance the learning process. For example:

• If you have low interest in a topic, it will require more energy on your part to enhance the learning process.
• If you feel well versed on a topic, your knowledge base may interfere with your learning potential. Your mind filters may cause you to be less open to “new” and “relearned” input. Your mind filters may cause you to automatically disregard “new” and “relearned” input without even processing the data.
• If you have values or emotions attached to a topic, your mind filters will be very powerful. This could enhance your learning if the input is in harmony with your mind filters. However, it may block learning as mind filters cause you to automatically disregard or expel any contrary input without evaluation.

In the Classroom Setting

To maximize the learning potential in a classroom setting, education experts teach students to take time to review the class content within 24 hours of the class period.

In the review, give special attention to “new, yet familiar” and “relearning”. Particularly in long class periods (like CMG training) so much material is covered so fast that students readily fail to make these new connections without reprocessing the input. Study questions with CMG units are designed to help with review of learning objectives.

For input that falls into the questionable realm, reprocess. Pay attention to 1) differences between the instructor’s background and your gardening experiences and 2) differences between general concepts and your site specific needs.

For example, an instructor who works primarily with commercial growers may have a different perspective on growing techniques than instructors more focused on home gardening. An instructor with a soils background may have some different perspectives on fertilizing flowers than an instructor with a background in flowers. A gardener specializing with annual flowers may see general flowering growing concepts differently than a gardener specializing on flowering perennials. Each could be factual for their respective points of reference.

Often times the confusion arises from difference between general concepts and site specific needs. For example, a standard principle of soil management and water-wise gardening is to improve the soil with organic matter (general concept). However, some native plants may prefer a soil that is not improved (site specific need). Aphids on shade trees don’t generally warrant management efforts (general concept). However, trees under water stress (due to drought, new plantings or restricted root spread) are rather intolerant of aphids (site specific need).

Often times the confusion arises from changing needs in the life cycle of a plant. For example, the newly planted tree is intolerant of water stress. Established trees in good health are tolerant of short-term water stress. Older trees in decline are intolerant of water stress. General statements about watering trees during a drought need to be prefaced with the life cycle stage of the trees.

Remember that no gardening concepts are universally adaptable to all sites. We have to match the approach with the objectives of the garden and site limitations.

When an input falls into the rejection realm, reprocess the input. Do you have an auto-rejection mind filter turned on? If it deals with values, emotions or interests, an auto-rejection filter may be blocking your learning potential. If it deals with a subject of lower interest or high current knowledge, mind filters may be blocking your learning potential.

As the “Teacher”

When CMG volunteers are in the teaching role, remember that your mind filters are trying to communicate with the client’s mind filters. Communication and learning is a two-way process. Most of the time our clients are thrilled with whatever help we can provide.
However, in limited situations, we can’t educate, when the client is not open to learning. Sometimes they just call to verify their knowledge and understanding and will auto-reject any new information. Sometimes they have an auto-rejection mode turned on due to values, emotions, and interests related to pests, pesticides, organic gardening, xeriscaping, or they have an unwillingness to accept any responsibility for the problem they called about. As a CMG volunteer, don’t take it personally when clients are not open to learning.

Concepts of Adult Education

The framework for CMG volunteer work is education of the gardening public. Sometimes the CMG service is in organized outreach activities. Other times the CMG volunteer may be structuring the learning situation. People have their own motivations for coming to us for information. It’s important to respect their reasons.

Motivations for Learning

Application oriented – They need to take action, solve a problem, and accomplish something.
Knowledge oriented – They want to satisfy their curiosity, learn for the sake of acquiring new knowledge and understanding. They want to use their intellectual abilities and sometimes like to be challenged. Unlike children, they come from a base of experience.
Social oriented – They will attend a class or make a contact for social interaction and enjoyment.

Principles of the Adult Learning Environment

Experience – Adult learners have large and growing storehouses of experiences that represent rich resources for their own learning and that of others. Many want to share that knowledge and experience.
Continuing process – Adults see learning as a continuing process of gaining knowledge and skills that can be applied right away as well as at some later time.
Relationship –The information must be related to the adult learner’s needs or interests.
Logical – The information must make sense to the adult learner.
Independent – Adult learners are independent, taking initiative without having to be told what and how to do it. They engage in learning activities because they want to—often with a clear idea of what they want to learn and how they want to learn. They seek step-by-step solutions.
Self-diagnosis – Adults learners like to see a model of competence—what good looks like—against which learners can compare themselves and figure out what they need to learn.
Shared evaluation – Instead of teachers deciding whether participants have learned, adult learners prefer to assess their own learning.

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