Learn The Art Of Unlearning For Success In Life – Change is happening at an exponential rate. Volatility, uncertainty, complexity and ambiguity – a better term known as VUCA and coined by the military in 1987 – have become the condition of our condition. Demographic changes in the labor market, rapid urbanization in developing countries, shifts in economic power, technological developments, the thrust of globalization and the new reality of COVID-19 are changing the fundamental nature of how humans function.
In the midst of confusion, chaos, and adaptation to change, we are rapidly redefining many things that are normal and familiar to us. We experience agility and adaptability, in its truest and most beautiful form, much of which can be attributed to our ability to learn and relearn. But to learn again, we must be willing to let go of what is no longer relevant. So, what is passivity and how does it happen?
Learn The Art Of Unlearning For Success In Life
What is uneducated? Unlearning is the abandonment or abandonment of knowledge, action or behavior. It’s not about forgetting; It is about the possibility of choosing an alternative mental model or paradigm.
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As we learn, we add new skills or knowledge to what we already know. Chances are, you’ve gone through the experience without realizing it. Every time you start a new job, you leave the dynamics and environment of the old job and relearn them in the context of the new job. When you travel abroad, you won’t learn and relearn local customs or laws. Think about it every time you get a new mobile device or smartphone — there’s always an expansion curve and a redistribution curve when you navigate a new device, change function or existing features. You adapt and establish new mental models that meet the needs.
First, we need to accept that the old mental model has become obsolete or no longer relevant. This step is the hardest. Acknowledgment of change can lead to grief for what is no longer there. When we establish habits and behaviors, we begin to act involuntarily and this makes us unconscious of our mental patterns; Moreover, people ignore the fact that their habits, skills or knowledge have become irrelevant. Admitting errors in mental models can also lead to fear of losing your job, reputation, and career. To overcome this fear, be open to new ideas and have a growth mindset (as established by American psychologist Carol Dweck).
Second, identify or create new models or action plans to help you achieve your goals. For example, consider a software engineer who has mastered a coding language. Before long, he will realize that the market has evolved and a new language is in vogue. If he ignores trends and focuses on one language, his knowledge will become obsolete. An engineer needs to develop a plan of action to expand his current skills to include new programming languages.
Podcast — Unlearn
Once you’ve identified the “problem” and the “solution,” focus on the last and most important step: creating a new habit. You may find it easy to fall back into old habits, but if you focus on creating milestones and S.M.A.R.T. — specific, measurable, achievable, realistic and time-based — you’ll see your habits change. By focusing on new paradigms and filling your routine with newly designed activities, the process of learning something new overwhelms you and destroys old activities you want to let go of.
Undirected practice will make it easier for you to adapt and your brain will adjust to adapt to the changes. The brain’s ability to constantly change is what doctors and psychologists call neuroplasticity. When we learn (or don’t learn), our brains become flexible. They develop new neural connections, recognize new stimuli and begin to act on them.
No Warning Future As we witness the global response to COVID-19 today, our ability to adapt to change is essential to survival. The most successful companies and employees will be those that learn, unlearn and relearn. Computers, AI systems, robots and other machines are easily programmed to learn and relearn through coding. The human workforce must do the same to stay future-ready and relevant.
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Keith Keating is Senior Director of GP Strategies supporting the General Motors Learning Center. With a career spanning more than 20 years in education and development, Keith Keating holds a Masters in Leadership and has experience in instructional design, leadership training, operations management and process transformation. Most recently, Keith has led GP Strategies clients in the development and implementation of their global learning strategies. Regardless of the role, the focus of everything Keith does revolves around problem solving. He studied design thinking at MIT’s Sloan School of Management and found it a perfect tool to add to his problem-solving toolkit. Since then, Keith has used design thinking to help clients understand and solve their unmet needs. Each of these views expands beyond itself to include more variables, accommodate more complexity and change, and create more room for expansion, which is important for today’s practice.
In this section, I focus on barriers to final approach expansion, and in Part 3, I explore practical ways to develop scalability.
Remember from the last blog that non-expansion involves cutting off the source of our thoughts, attitudes, behaviors, emotions and biases. We recall the following views: the default view, with our reflective thoughts, the small view, with its concrete ideas, and the large view, governed by the system.
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We are now ready to jump from a holistic approach based on an understanding of interdependence to a broader view of independent systems and structures.
Our first challenge was to move beyond the external view of systems and structures to consider and integrate mental constructs such as attention, thought, and language.
Attention helps in focus, discipline and direction. Thoughts support the formation of forms, concepts, and consciousness. Language structures, such as signs, symbols, and words, make distinctions that connect our inner and outer worlds.
Learn, Unlearn And Relearn
Mental constructs are often viewed simply as content. However, they govern what we perceive as a structure or system.
For example, the assessment of systematic bias in policymaking includes external constructs such as the use of qualified amnesty agreements, unions, and coercion theories. It also relates to psychological constructs such as patriarchy or unconscious (unspoken) biases, which determine how we perceive threats.
Here, the psychological constructs of patriarchy (macro) and unconscious bias (micro) are also created that envision external structures to overcome “perceived” threat.
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This conundrum brings us to our second challenge: recognizing the power of dualism. Psychologist Paul Bloom has argued that dualism is deeply ingrained in us, and very early on, babies begin to distinguish “mental things” from “physical things.”
The artificial separation between process and content in knowledge is especially difficult in systems of thought that consider the whole of existence (eg, grand, unified theories in physics). According to physicist David Bohm (1980), “it is easy to fall into the trap of treating such a point of view as if it had an origin independent of thought, so that its content is really the whole of reality.”
Our ultimate challenge requires integrating the underlying consciousness into our view of reality. This notion of interdependence, arising from interrelated causes and conditions, dissolves the “separability” and “dualism” that objectifies structures and systems as things “outside” to be observed and measured.
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Consciousness is implied by any system that includes thoughts unexpected by history, race, darkness, mental models, ideologies, and culture. Dualism dissolves when we integrate consciousness as an essential part of a structure or system.
Paradoxically, adopting a holistic approach acknowledges the partial and incomplete nature of our concepts; At any given time, the only part of the glacier we can see is the top. So when there is more to the tip of the iceberg, we are not threatened, condemned, rejected or attached.
Accepting this contradiction requires moving beyond the three popular views that preserve dualism to reduce our indivisibility: fragmentation, reactivity, and competition.
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We have discussed this “separation” as dualism, which, when optimized, preserves the ability to multitask, silo, augment or/or think and distract.
The main source of fragmentation is that the thought process is assumed to be sufficiently separate and independent of its content, which allows us to think clearly, orderly in general, Bohm emphasizes: , reasonable, can correctly evaluate this content as true. or incorrect, reasonable or unreasonable, separate or total, etc. (Bohm 1980, 18).
For most of us, feedback is amplified every day at school. We solved problems identified by others, read what was assigned, and wrote what was necessary. Gradually, reactivity becomes second nature. Belonging – being accepted – becomes more important than questioning, learning and growing.
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Author and thinker Peter Senge says “Reactivity is the limit of continuous learning. The “if it ain’t broke, don’t fix it,” attitude prevents constant improvement of products and processes. “
A problem solving mindset. We can’t help but learn something if we don’t question our current point of view. Senge noted that there are many issues we need to address
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