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                                        (K) 1987 by Jehana.  
                             Disseminate freely if copied in entirity
                     The learning process can be examined as a three-tiered model
           that, as always,  the map is  almost always not  the territory).   The
           three tiers 
           I shall examine are:
                * Absorption
                * Integration
                * Expression
                     Forany reasonableapproximation offull andcomplete learningto
           have occurred, all three  stages are necessary.  One  might argue that
           there are different  types of learning, and  that each of  these types
           have  their   own  requirements;  or  that  science  must  be  learned
           differently  than  philosophy,  but  I  think  there  are  fundamental
           similarities  governing the  learning of  all types  of things  -- the
           emphasis  and mechanisms  may  change, but  the underlying  principles
           apparently remain.  
                     Absorption isthe actof takingthe externaland bringingit into
           the  internal.  Absorption may involve the cramming of information for
           final exams; it may involve the day-to-day experiences of life; it may
           involve  the shattering  emotional impact  of traumas.   However, this
           emotional impact  is not  reacted to  at this  stage  of the  learning
           process.  Absorption is  the coming aware of information,  whether for
           short  or long  term,  from the  whole  body of  constant  information
           bombarding the  physical  senses  at  all times.    Not  all  that  is
           witnessed or studied becomes absorbed -- the human mind needs a 
           filtering agent.  
                     Integrationis aninternal process,where theknowledge recently
           gained is integrated with  what is already in the mind.   No mind ever
           starts out  as a vacuum, despite the  efforts of generic television to
           assume this.   Not all that  is absorbed is  integrated -- that  which
           falls into short-term memory is not;  nor is material that is  studied
           simply to  know for the knowing's sake.  A deep and thourough internal
           integration  of  material is  not necessary  in  all fields  of study,
           although to some extent this takes place in all devotees of a subject,
           whether it  be  mathematics, engineering,  art, or  philosophy.   This
           integration  leaves its  touches  upon  the  person, and  will  affect
           his/her filtering for material  to absorb in the  future.  Be  advised
           that  some  integration  is  voluntary;  while  other  integration  is
           involuntary.  The actual  process of integration bears no  relation to
           what Other People Are  Doing (although one may integrate  a dependency
           upon others, for instance.)   A conscious awareness of  integration is
           fostered in the study of certain  religious paths (such as the  Craft)
           and in many of the philosophies, as well as in many of the arts.   The
           necessity for the stage of integration is  one reason why the learning
           of anything  of internal value  generally takes time  -- there  are no
           Instant Philosophies which work.  
                     Expression is  essential for  communication.   It is  a step
           shallowly  expressed   in  the  regurgitation  of   information  on  a
           quickly-studied  exam,  but  when  dealing  with  philosopy,  art,  or
           livelihood, it  should be of more  durable quality --  in other words,
           expression  should   be  tempered  with  the   fires  of  Integration.
           Expression  may be involuntary (the fright reaction from a phobia), or
           it may be voluntary -- but the most fervent Expression is rooted 
           within the  internal regions of the being, and is not the shallow sort
           of expression  related to acting  the way other  people expect you  to
           act;  for simply the purpose  of scratching that  itch of satisfaction
           (gaining or giving satisfaction).  The most useful forms of Expression
           occur  in  taking that  information which  one  has both  Absorbed and
           Integrated,  and then Expressing it.   However, needless  to say, some
           forms of Expression (ie, phobias) may be well-integrated and absorbed,
           but are counterproductive  to happiness.   The true conscious  learner
           must therefore take  a hand  in what he/she  decides to  learn/unlearn
           (the steps involved in the process of Unlearning are the same as those
           in the process of Learning.)  
                     *Absorption and Expressionwithout Integration ismindless and
           empty reading/living.   One may as  well be a parrot.   Absorption and
           Integration without Expression is hypocritical and/or schitzophrenic.
                     *Integration  and Expression  without Absorption  permits no
           external influences to have any bearing  on thought -- one may as well
           be autistic.  
                     *Expression without Absorptionencourages fallacies,untruths,
           and easy answers.  
                All portions of the Absorption, Integration, and Expression cycle
           are necessary  for true learning  to take  place.  While  much of  the
           current  school system  as set  up in  today's society  emphasizes the
           Absorption and the Expression  stages, leaving the Integration process
           to  be assumed,  children  still do  grow up  learning to  emulate and
           integrate the values that  impinge upon them.   (Not all these  values
           are necessarily  beneficial --  the learning  process does  not always
           rely  on those values externally professed, but  does pick up on those
           implied on a  deeper level.)  Therefore, say, a  geography lesson need
           not be Integrated within the student, as a study of values or personal
           transformation should most definitely be.  A student has, through life
           experiences, already  Integrated a  system of functioning;  of viewing
           the world.  (Indeed, the student  may have Integrated a varying set of
           systems -- this often leads to internal conflicts, which really should
           be resolved.  Within  certain alternative Philosophies, Integration of
           other  ways of  viewing the world  and the  person is  done in  a more
           purposeful manner.  The  student learns that  true learning is not  in
           rote memorization  but in the acceptance  and the working  with of all
           three stages of learning.   Also, the student  learns to realize  that
           Integration  is a  personal  stage, wherein  the information  absorbed
           interacts  with  that he/she  has  already Integrated  during  life --
           therefore this Integration may definitely not resemble the Integration
           process of another student  in the same class.   Nor should Expression
           be forced (at least when dealing with the momentous events of a 
           life-philosophy -- it should come from the heart -- in other words, it
           should  come from the Expression of the Absorption and the Integration
           the  student has  undergone, rather  than from  what someone  else has
           decreed to be Proper).  

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