Professional′s progress: Learning from life and mistakes

Abstract

Byline: C. Shamasundar Background The scope of the topic indicated in the title is as vast as one's life. In addition, a large proportion of learning will have happened outside the participation of one's awareness. Among those events that prompted conscious learning, many would have been lost to memory, and some of them would be too private to communicate. Learning and growth in one's life, either personal or professional, is an inevitable process. However, the issue or question about their mutual relationship has enjoyed a relative neglect. Many of the important lessons that I learnt have already been communicated in my two previous articles.[1],[2] I am narrating here a few more items of learning that I happen to remember. Few initial clarifications According to ancient Indian tradition, there are many pathways to learning. But, experiential learning claims superiority. Another important mode of learning is by trial-and-error. There is a proverb in Kannada, which hints at both, Oni kusu beleyitu, kone kusu koleyitu. Translated into English, it means: 'a baby brought up on the street survived, and the one brought up in a room did not'. In this context, learning and closely related issues need some brief descriptions. Generally, learning is taken for granted. But, it is not so simple, nor is it complicated. Any goal-directed behaviour is a result of executing a decision. The making of a decision (also called 'exercising an option' or 'making a choice') is based on a set of constructs, concepts or assumptions. Learning, either useful or harmful, takes place when a result of behaviour influences one's 'world-view' (or, 'assumptive world'). The process by which this influence takes place is 'experience'. This experience becomes the basis of 'experiential learning'. A consequence of this experience is: some of the initial concepts or assumptions, or their opposites or modifications become part of one's values and belief-systems, one's world-view. Decision-making, mentioned earlier, involves some degree of judgements and compromises. Thus, decisions are subject to what later may get considered as errors or mistakes. This potential for errors or mistakes is further compounded by a degree of inherent uncertainty of outcome. These mistakes become the basis of 'trial-and-error learning' at best, and of regretful, self-blaming distress at worst, depending upon how an individual responds to failures. Examples of two types of learning I will now narrate two stories to demonstrate experiential and trial-and-error learning respectively. The first is a folk story from the Indian Epic Mahabharata. [3] Prince Yudhisthira had started his studies in a reputed school. One day, the teacher dictated to the class ten principles to be learnt by students. Next day, he asked the students to report one-by-one what each had learnt. Each student dutifully recited the ten principles that had been committed to memory. When his turn came, Yudhisthira said he had learnt the first principle, and was still learning the second one. At this, the teacher who had expected a better performance from the prince became angry and started beating him with his cane. But, the Prince stood calm and composed. Seeing his composure, the teacher suddenly became aware that some mistake may have occurred and thought, '....this future King, who can get me executed by a mere gesture, is so composed in spite of my beating....He says he has learnt the first principle and still learning the second one... What are they?... The first one is always tell the truth, and the second one is control your anger....' Immediately, the teacher realized what the Prince meant by learning a principle. For him, learning a principle meant becoming a living example of what it says! Overwhelmed by joy, he embraced him, sought his forgiveness, and said, 'You said you are still learning the second principle. But, you have already mastered it'. …