Progress
By Michael Hebron
When asked for advice some individuals will be humbled by the task and the trust that others have
placed in them. Individuals might question themselves about what form the advice should take.
Progress is not given; it is earned on a personal journey that does not settle for less while avoiding
perceived short cuts. Understandably, Doers and Risk-takers make progress that is long term.
Progress is normally a consequence of on-going personal interaction within an environment where
there is no sapping of self-confidence. The common skills of humanity reveal what can be developed,
not fixed.
Progress is normally found in a far-reaching patchwork of past experiences.
By putting what modern science has uncovered in its rightful place, transforming acts emerge to meet
the needs of making progress.
Progress is earned!
Consider the reward of moving beyond the out of date narrow interests and views of the past when
one allows themselves to embrace current useful research into the nature of learning for making
progress. It is rewarding to move beyond the uncomfortable feelings that change can sometimes
bring, rather than putting off decisions to use current research and becoming stagnant. It is our
personal actions that lay the foundation for enhancing emotional, mental and physical growth.
Accurate insights into the nature of learning have changed and we should be changing our approach
to progress with them. When it comes to extending opportunities, the reach of ones curiosity can be
more useful than the size of ones information base. What some have failed to see is that today’s
insights into the nature of learning and student-centered learning environments are wider, deeper,
and more accurate than in the past. While these new insights can be counter-intuitive, they are
powerful tools for progress.
As a student’s list of details is reduced and their information base becomes smaller, some past truths
about learning no longer apply. Today any questions asked should be less about gathering details
and be more in touch with supporting the nature of learning and making progress with personal
insights.
It is hard to overstate the influence the volumes of views about acts of learning each age of history
has put forward. Often they are just industrial strength remedies that fragment progress by
attempting to instill learning by trying to fix poor outcomes! The nature of learning faces distractions
by abandoning the common dangers that traditional approaches to progress put forward and by
turning to the more favorable currency found in reasoning and deduction skills used in a climate of
self change.
Embracing the nature of student-centered learning and finding meaning in what has been
overlooked, reveals a willingness to find value in things greater than how-to directions, even those
offered by perceived experts. The very spirit of the nature of learning relies on a return to the truths
found in student-centered self-assessment.
Guided by the nature of learning, we are all keepers of our own progress.
Progress is enhanced through prudent use of human intuition and restraint. It is a false
hope to seek speed over steady progress. It is cooperation between nature and nurture that, with
dignity, fuels progress over time. During real progress there is no failure, only useful feedback for
future use.
At times vision into the future is more powerful than past memories. When vision is joined with
imagination personal insights into making progress is revealed.
There can be nothing more satisfying to the human spirit than to be given the challenge of a difficult
task. The promise of progress is often found by looking beyond details and directions. A self-
discovery approach to progress is a source of building self-reliance skills. Calling upon oneself to
shape an uncertain destination is at the core of being a human being.
Efficient long-term learning can be larger than one’s ambition and greater than ones talent. The
meaning of long-term learning and self-assessment is revealed as men, women and children of all
ages celebrate the grand spectacle of learning without consciously trying to learn.
Copyright 2009, Michael Hebron, Learning Golf, Inc.
All Rights Reserved
Neuro Learning for golf is a trademark of Learning Golf, Inc.
By Michael Hebron
When asked for advice some individuals will be humbled by the task and the trust that others have
placed in them. Individuals might question themselves about what form the advice should take.
Progress is not given; it is earned on a personal journey that does not settle for less while avoiding
perceived short cuts. Understandably, Doers and Risk-takers make progress that is long term.
Progress is normally a consequence of on-going personal interaction within an environment where
there is no sapping of self-confidence. The common skills of humanity reveal what can be developed,
not fixed.
Progress is normally found in a far-reaching patchwork of past experiences.
By putting what modern science has uncovered in its rightful place, transforming acts emerge to meet
the needs of making progress.
Progress is earned!
Consider the reward of moving beyond the out of date narrow interests and views of the past when
one allows themselves to embrace current useful research into the nature of learning for making
progress. It is rewarding to move beyond the uncomfortable feelings that change can sometimes
bring, rather than putting off decisions to use current research and becoming stagnant. It is our
personal actions that lay the foundation for enhancing emotional, mental and physical growth.
Accurate insights into the nature of learning have changed and we should be changing our approach
to progress with them. When it comes to extending opportunities, the reach of ones curiosity can be
more useful than the size of ones information base. What some have failed to see is that today’s
insights into the nature of learning and student-centered learning environments are wider, deeper,
and more accurate than in the past. While these new insights can be counter-intuitive, they are
powerful tools for progress.
As a student’s list of details is reduced and their information base becomes smaller, some past truths
about learning no longer apply. Today any questions asked should be less about gathering details
and be more in touch with supporting the nature of learning and making progress with personal
insights.
It is hard to overstate the influence the volumes of views about acts of learning each age of history
has put forward. Often they are just industrial strength remedies that fragment progress by
attempting to instill learning by trying to fix poor outcomes! The nature of learning faces distractions
by abandoning the common dangers that traditional approaches to progress put forward and by
turning to the more favorable currency found in reasoning and deduction skills used in a climate of
self change.
Embracing the nature of student-centered learning and finding meaning in what has been
overlooked, reveals a willingness to find value in things greater than how-to directions, even those
offered by perceived experts. The very spirit of the nature of learning relies on a return to the truths
found in student-centered self-assessment.
Guided by the nature of learning, we are all keepers of our own progress.
Progress is enhanced through prudent use of human intuition and restraint. It is a false
hope to seek speed over steady progress. It is cooperation between nature and nurture that, with
dignity, fuels progress over time. During real progress there is no failure, only useful feedback for
future use.
At times vision into the future is more powerful than past memories. When vision is joined with
imagination personal insights into making progress is revealed.
There can be nothing more satisfying to the human spirit than to be given the challenge of a difficult
task. The promise of progress is often found by looking beyond details and directions. A self-
discovery approach to progress is a source of building self-reliance skills. Calling upon oneself to
shape an uncertain destination is at the core of being a human being.
Efficient long-term learning can be larger than one’s ambition and greater than ones talent. The
meaning of long-term learning and self-assessment is revealed as men, women and children of all
ages celebrate the grand spectacle of learning without consciously trying to learn.
Copyright 2009, Michael Hebron, Learning Golf, Inc.
All Rights Reserved
Neuro Learning for golf is a trademark of Learning Golf, Inc.
