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The element of threat does not promote effective learning.
In fact, fear adversely affects perception by narrowing the
perceptual field. Confronted with threat, students tend to limit
their attention to the threatening object or condition. The
field of vision is reduced, for example, when an individual
is frightened and all the perceptual faculties are focused on
the thing that has generated fear.
Flight instruction provides many clear examples of this.
During the initial practice of steep turns, Beverly may focus
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her attention on the altimeter and completely disregard outside
visual references. Anything Bill does that is interpreted as
threatening makes Beverly less able to accept the experience
Bill is trying to provide. It adversely affects all her physical,
emotional, and mental faculties.
Learning is a psychological process, not necessarily a
logical one. Trying to frighten a student through threats of
unsatisfactory reports or reprisals may seem logical, but is not
effective psychologically. The effective instructor organizes
teaching to fit the psychological needs of the student. If a
situation seems overwhelming, the student feels unable to
handle all of the factors involved; a threat exists. As long
as the student feels capable of coping with a situation, each
new experience is viewed as a challenge.
A good instructor recognizes that behavior is directly
influenced by the way a student perceives, and perception is
affected by all of these factors. Therefore, it is important for
the instructor to facilitate the learning process by avoiding
any actions which may inhibit or prevent the attainment of
teaching goals. Teaching is consistently effective only when
those factors that influence perception are recognized and
taken into account.
Insight
Insight involves the grouping of perceptions into meaningful
wholes. Creating insight is one of the instructor’s major
responsibilities. To ensure that this occurs, it is essential to
keep each student constantly receptive to new experiences
and to help the student understand how each piece relates
to all other pieces of the total pattern of the task to be
learned.
For example, during straight-and-level flight in an aircraft
with a fixed-pitch propeller, the revolutions per minute (rpm)
increase when the throttle is opened and decrease when it is
closed. On the other hand, rpm changes can also result from
changes in aircraft pitch attitude without changes in power
setting. Obviously, engine speed, power setting, airspeed,
and aircraft attitude are all related.
True learning requires an understanding of how each factor
may affect all of the others and, at the same time, knowledge
of how a change in any one of them may affect all of the
others. This mental relating and grouping of associated
perceptions is called insight.
Insight almost always occurs eventually, whether or not
instruction is provided. For this reason, it is possible for a
person to become an electrician by trial and error, just as one
may become a lawyer by reading law. Instruction, however,
speeds this learning process by teaching the relationship of
perceptions as they occur, thus promoting the development
of the student’s insight.
As perceptions increase in number, the student develops
insight by assembling them into larger blocks of learning.
As a result, learning becomes more meaningful and more
permanent. Forgetting is less of a problem when there are
more anchor points for tying insights together. It is a major
responsibility of the instructor to organize demonstrations
and explanations, and to direct practice so that the student has
better opportunities to understand the interrelationship of the
many kinds of experiences that have been perceived. Pointing
out the relationships as they occur, providing a secure and
nonthreatening environment in which to learn, and helping
the student acquire and maintain a favorable self-concept are
key steps in fostering the development of insight.
Acquiring Knowledge
Part of an aviation instructor’s job is helping students acquire
knowledge. In this context, knowledge refers to information
that humans are consciously aware of and can articulate.
For example, knowledge of the fuel capacity of a particular
aircraft, understanding how an internal combustion engine
works, and the ability to determine the weight and balance
of an aircraft are examples of knowledge.
Figure 2-6 shows the three phases of knowledge, a
progression of how students acquire knowledge. Some
　
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