A fundamental difference exist between the three categories of humans in school: 1) levitating, 2) sitting through professional education classes and the 3)pursuit of learning. Levitation is like floating, as in taking it easy. Education mostly requires acceptance of what is and memorization of the elements of the is. Learning is fundamentally different. It relies on individual passion, a need to know, and requires questioning 0f the is and speculating on the ought. Learning requires moving through data, finding relevant information, building knowledge and seeking wisdom. The first three are hierarchically connected while wisdom is not. It is of a different logical type. Wisdom is outside any idea of hierarchy, as is most of learning.
Except for wisdom the hierarchy of data-information-knowledge relies on the 10% rule, where moving to the next higher level finds only 10% of what was encountered in the lower level relevant. At least 90% must be left behind. More of one requires less of the lower level. This is the essence of the problems in data collection, such as that of NSA surveillance. Often they encounter too much data, too little information and almost no knowledge. Wisdom concerns do not come up in NSA processes, except to avoid them.
Levitation is similar to the zero base learning category of Gregory Bateson, wherein little note it taken of processes or result thus its an appearance of wisdom, without the wise. Education on the other hand is a societal process to pass on the basic assumptions thought to be required for societal stability. Stability is the crucial objective, even where the assumptions may not be valuable or viable.
Learning is of a different logical type. It involves raising questions about the assumptions presented in education. Education offers predictability, continuity and stability. Learning and its wow effect offers none of this.
In practice levitation simply avoids all issues of challenge and change. Education, on the other hand involves work and strives for stability of what is and what was, while seeking to maintain stability in what will be. Education management is mostly about setting parameters, limits and work schedules for teachers and students. Prescription of class and homework times is important to it success.
Learning processes are fundamentally different. They seek new assumptions for what was, is and ought to be. It sees “I know” as the greatest impediment to learning. Surprises are hard to schedule, or even locate. Schedules in fact tend to kill learning motivation.
In what follows the bias is with Learning. Learning is difficult to encourage but easy to kill. Students often learn despite an educational process, not because of it, except possibly as a motivator of questions as to why?