When the topic of learning comes up, it soothes like a panacea of good wishes. Learning in its many forms as taking classes, getting certificates, diplomas, and degrees are all nice to pursue, especially telling others about it. However, learning is not pure. There are some nagging risks that linger.
Receiving failing grades, incomplete work, or “hating math” are possible symptoms. Unfortunately, elementary school, high-school, college, teachers and learners have given us unwarranted and unwanted comments of performance. These negative experiences can paint internal caution-signs to never re-entering continuing education.
This could be telling why many adults don’t pursue available science, technology, or engineering jobs. Perhaps many years ago, that school teacher, other student, and even parent diagnosed you were unqualified.
But, we are to blame too.
We add our own damaging messages such as:
“I’m not smart enough,”
“I’m stupid; I’m going to fail,”
“I’m too old,”
“too far behind,”
“too (fill-in-the-blank)” all-the-way-to-infinity…
These thoughts give credence to other harmful decisions to learning something new or seeking another career.
A risk in learning is the sickness from our excuses without finding a cure.
Since we know how to create and collect excuses, why not design and plan opportunities? I worry that because we have pre-scribed programs to help get credentials and skills, we dismiss the art of customizing learning that considers our needs, means, and feasible timetable. A strategy or remedy may come through measuring our pace with our own reflective grading system. A system and solution that takes into account our entire life and learning experience.