- Past OR future Camino
- Frances, autumn/winter; 2004, 2005-2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014, 2015
I like this description! And I think it's important to consider that some types of thinking and learning are enhanced by walking more than others might be.Walking is when my mind ponders and works things out, problems are considered, memories are recalled, dreams are conjured.
(I'm sure you have considered what I'm going to say. I'm not trying to tell you anything - just pondering here.)I have wondered this entire year as I have taught remotely if I could not somehow lecture on virtual walks with my students
I am curious about this, as I'm not sure of my own experience. Is listening to a remote lecture retained in the same way as listening to a companion's speech or a bird call?we know that things heard while walking “stick” better and produce more thought than do lectures heard while sitting.
At 76 I am a a few years behind you and hope I am still hiking when I reach 82 !Indeed. DeSiva's statement "Walking changes our brains, and it impacts not only creativity, but also memory." gives me hope now at 82 that my past 10 caminos will endure as personal memories as long as I .
Good questions/observations.I like this description! And I think it's important to consider that some types of thinking and learning are enhanced by walking more than others might be.
(I'm sure you have considered what I'm going to say. I'm not trying to tell you anything - just pondering here.)
Learning while multi-tasking is complicated. I have only my personal experience of this subject, but have found, for example, that I cannot do language lessons while driving. It would not be safe.
I sometimes do interactive Spanish drills while walking. They are exactly at the right level for me, with enough challenge but not too much. I find that I can do only about 30 minutes of this, before my interest and focus drop. Maybe I can do another session after another hour or so if I am on a long walk. I can do perhaps an hour at a time when my participation is only passive (listening to a lecture). Even so, when a difficult or complex concept is being addressed, I find that my w alking pace slows significantly while I concentrate on the audio. If the subject is boring or too complicated, the distractions of the walk are too great to learn much.
On the other hand, I can walk and think my own creative thoughts (well, they seem creative to me ) for hours.
I am guessing that remote-and-walking learning would be quite complex, and would depend on the subject, and the person, and the walking environment.
I am curious about this, as I'm not sure of my own experience. Is listening to a remote lecture retained in the same way as listening to a companion's speech or a bird call?
Thanks @mspath, that was an excellent recommendation. After reading the sample chapter following the link you provided, I got the book from my local library. The first half of the book was nothing like I expected based on the linked sample, but quite interesting nevertheless - a very engaging story of our development as a bipedal species. But eventually it did get to the parts about how walking affects brain function, etc. Fascinating. After reading a fair amount about 'Walking Meditation' by a variety of sources, this book provided a very different and useful perspective. I may read it again before I walk my next Camino.
The book looks good.
I always take notes when listening to anything like a lecture. Reading, I underline. Did all through school, still must if I really must remember something.Good questions/observations.
Most of the research is coming out of cognitive science and research in teaching and learning, and it suggests that physical activity in general can help people to learn — not as a break once takes in the learning but a thing one does while listening. Sort of like the students who doodle or knit during lecture... and the activity helps the concentration. It is a mnemonic technique and has something to do with hearing/listening in a particular place... being aware and having the conversation come back to one more easily later as a result because one can say, effectively, “Oh yes! I was doing X when that concept came up, and I remember thinking... whatever whatever as I passed the blossoming cherry tree...”
Driving would absolutely not work because it requires too much attention.
Walking works and the pace would not matter.
The course I am teaching in the fall is quite complex (advanced social and cultural theory) but the concepts should not be new as it’s a “refinement” level rather than intro course, and the students *should* do the reading...
I do have the lectures pre-recorded, and the students will have to listen to them on their own time anyway, so I might suggest they listen and walk. And then I will walk while I talk with them in consultation hours.
Dunno... but the possibility to experiment is there, and to see how it is going after a few weeks.
Nothing would prevent the students from doing that… but encouraging them to walk while listening (and then writing about it later for a few minutes of reflection) could have very very strong benefits. The motion and the visual memories of place actually work together with audio lectures to produce not only better retention, but better synthesis as well. But if they want to listen while sitting at a desk, they can. I’m merely interested in the possibilities of extending the cognitive science into a potentially very fruitful application for those who would like to try walking and listening instead of sitting and listening.I always take notes when listening to anything like a lecture. Reading, I underline. Did all through school, still must if I really must remember something.