No one can learn for someone else

One can most certainly encourage, support and advise; however, no one can learn for someone else

Glasser (1986) argues that it is an individual’s intrinsic motivation and personal attitude that has the most influence over what the individual will do, say and achieve. 

By examining and reporting on student behaviour and student attitudes in relation to their learning outcomes, Glasser (1986) found that unless a student was personally motivated to behave and learn, there really was very little anyone else could do except offer advice, support and encourage, however, ultimately and inevitably, it is the student who is responsible for his or her behaviour and learning.

In this, Glasser (1986) acknowledges that “there [is] no doubt … some teachers who are more skilful at motivating than [others; however], there is no teacher, no matter how skilled, who can teach a student who does not want to learn” (p. 13).

Glasser (1986) argues there is no point in trying to force a student (or anyone else) to behave or learn. Instead, one has to accept the premise that it is the individual who is accountable for his or her own actions, and, it is the individual who decides to behave in a specific manner.

Ultimately, individuals are accountable for their own attitudes, actions, behaviour and learning.The “responsibility and the ability to learn” remains “within the student,” No one can actually “learn for someone else” (Woolfolk, 1998 p. 231).

About the Author

Dr Ragnar Purje holds the position of Adjunct Lecturer School of Education and the Arts, Central Queensland University. His thesis focussed on the success of his pioneering form of acquired brain injury complex movement therapy. The therapy is now referred to as CBBMMT (Complex Brain-Based Multi-Movement Therapy). Ragnar’s thesis has also added two new descriptors into the lexicon of human biology; these are neurofluidity and hólos. Neurofluidity are the neurological processes that lead to the condition of brain plasticity. Hólos is a descriptor which, for the first time in history (to the best of Ragnar’s research and understanding), provides a category which unifies the brain and the body, with one word. 

Prior to this the brain and the body had always been referred to as two separate entities, i.e. the brain and the body. Hólos derives from the Greek: ?λο? ? ? ólos. The English word holistic is derived from hólos. Holistic and hólos offer the same classification. Holistic and hólos incorporate the concept of holism.

Ragnar is the author of Responsibility Theory? (A new consideration in neuroeducation). A brain-based immersive systematic self-talk sequence learning program. The purpose of which is to empower teachers and transform students. Responsibility Theory? presents ten powerful precepts which provides teachers, educators, and parents with additional pedagogical and social tools, that fits in with any teaching style, any classroom behavior management program, and all school rules. The Responsibility Theory? program also fits in with all parental home rules.

Once teachers are informed about what Responsibility Theory? is and how it should be applied, the next stage is for the teachers, in accordance with their own personality and teaching styles, to begin introducing the program to their students. As part of this process the students are informed by their teacher that each student can immediately use this knowledge and power to take control of their thinking and behavior, which will help them to constructively advance their well-being, their social skills and academic potential; not only for today, but forever.

Associated with this is Ragnar’s Responsibility Theory? NeuroEducation Self-Empowerment Project. The Project is based on neuroscience and brain plasticity research. It is suitable for schools, colleges, corporations, or any organisation interested advancing personal and social wellbeing by constructively and systematically especially dealing with negative influences such as bullying, cyberbullying, or negative life-style choices and/or negative peer influence. If I can change my thinking, I can change my behaviour and my life.

Ragnar is the initiator of NeuroNumeracy?, an intensive self-motivating and transformative neuroscience brain-based numeracy learning program for children, the purpose of which is to enhance their skills, knowledge and understanding of the four operations in mathematics. Ragnar has completed three Master of Education degrees (one in education; one in guidance and counselling; and one in leadership and management). He has two Bachelor degrees (Physical Education and Psychology). He has also completed five Post-Graduate awards (education; sports science; exercise and the sports sciences; health counselling; and communication studies). Ragnar is a former Australian karate champion.