The Importance of Cultural Growth after Learning at School
Abstract
The authors of this article analyze the problems believing people who learning at school and college. The main problem is the unpreparedness of students to the learning neither theoretically, nor psychologically, nor cultural. Most learners face the problem of a difficult entry at the beginning of the learning. The article describes the reasons for the difficulties at the beginning of the learning and the ways of gradual habit formation and preliminary preparation for the learning during the year. Most students can state the fact that after the end of the school they don’t learn during the year or do it very rare. It is good to study for a whole year but learning is the abstention from all mental desires forbidden and questionable actions, and it would be better for everyone and especially for the learning to lead such a law-abiding lifestyle every day throughout the year. The purpose of this article is to secure the learner, to warn in advance and to prepare psychologically and physically for a long year.
Downloads
References
Coleman J. S. (2018). Parents, their children, and schools. Routledge.
Olson J. S., Kim J., Hwang J. (2017). “You Have Enough Problems Pop Up, You Start to Learn”: Contradictions Encountered in Learning a New Job, International Journal of Adult Vocational Education and Technology (IJAVET), vol. 8, no. 4, pp. 52-67.
Illeris K. (2018). A comprehensive understanding of human learning, in Contemporary Theories of Learning: Routledge, pp. 1-14.
Kirsch. (2018). Young children capitalising on their entire language repertoire for language learning at school, Language, Culture and Curriculum, vol. 31, no. 1, pp. 39-55.
Lareau. (1987). Social class differences in family-school relationships: The importance of cultural capital," Sociology of education, pp. 73-85.
Sternglass M. S. (2017). Time to know them: A longitudinal study of writing and learning at the college level. Routledge.
Deutsch N. L., Blyth D. A., Kelley J., Tolan P. H., Lerner R. M. (2017). Let’s talk after-school: The promises and challenges of positive youth development for after-school research, policy, and practice, in After-school programs to promote positive youth development: Springer, pp. 45-68.
Veelen R. v., Sleegers P. J., Endedijk M. D. (2017). Professional learning among school leaders in secondary education: The impact of personal and work context factors, Educational administration quarterly, vol. 53, no. 3, pp. 365-408, 2017.
Bustamante S., White L. J., Greenfield D. B. (2017). Approaches to learning and school readiness in Head Start: Applications to preschool science, Learning and Individual Differences, vol. 56, pp. 112-118.
.gif)
