such as logic, evidence, and devil’s advocacy. For dissemination purposes,
one presents, explains, demonstrates one’s views, positions, or research find-
ings, often using visual forms and technical devices to reach audiences.
Like the purposes, these four processes of learning are also linked coher-
ently even though they each have distinct emphases. Active learning not only
ensures fuller engagement of the mind but also maximal and effective partici-
pation with all of one’s senses. The active nature of involvement promotes
thinking in all levels, forms, and dimensions, which facilitates inquiry. Com-
munication is a natural part of active learning given its interactive nature,
which in turn can lead to more active engagement, thinking, and inquiry.
These four processes are therefore better conceptualized as belonging to a
larger system.
Kinds of Achievement. There were also three main kinds of achievement
or forms of excellence of learning as shown in Table 14.1: (a) Understanding
of essentials–expertise, (b) personal insights and creative problem solving,
and (c) being the best one can be. Whereas understanding of essentials is not
limited to a particular field of study but includes anything deemed worthy of
learning by the person, expertise is a notion that applies only to an area of
study or practice such as math, art, or business. Given that the purpose
of learning is to understand the world, the standard for gauging achievement
is sensibly the extent to which a person gains better understanding of a sub-
ject or a practice. Many respondents inserted that excellence of learning does
not rest on knowing facts but deeper underlying principles of things or
knowledge of how various elements are related. For example, “excellence is
truly seeing and understanding ‘deep’ or underlying ‘truth’ beneath superfi-
cial things... the perception of the most ‘truth’, the perception with the least
biases, and learning that displays the most wisdom.”
The second standard for achievement is personal insight and creative
problem solving. This standard goes beyond understanding and requires that
one put one’s knowledge to solving problems, as well as to creative use in new
situations. This kind of achievement displays one’s brilliance and creativity.
Respondents gave ample testimonies for such achievement, for example: “ex-
cellence is the ability to grasp an idea or topic and think about it creatively
from many different perspectives” and “excellence is just above and beyond
doing something that has never been done... when he succeeds in applying
his knowledge to discover, uncover, or invent something new.”
The third kind of achievement addresses being the best one can be in learn-
ing. Compared to the first two standards that also imply social recognition, the
third standard is a more intra-personal delineation of “being one’s best.” One
sets his or her own goal of achievement and strives for it. As respondents artic-
ulated, “excellence comes from pursuing your own learning” and “striving to
be your best academically, making the most of your life circumstances.”
- AMERICAN AND CHINESE LEARNERS 401