CE  Vol.3 No.6 , October 2012
Viewing Learning Through a New Lens: The Quantum Perspective of Learing
Abstract: We are living in a quantum world where virtuality allows us to transcend time and space. Boundaries, which were considered to be predetermined, are no longer absolute. This has important implications for the field of education as educators advance e-learning. However, education theory has been outpaced by practice. In this paper the authors propose a new learning perspective— the quantum perspective of learning which moves beyond current popular educational theories of constructivism (Siemens, 2005) and connectivism (Vygotsky, 1978). The five assumptions of the quantum perspective of learning are explored. Specifically, learning is multi-dimensional, occurs in various planes simultaneously, consists of potentialities which exist infinitely, is holistic/holographic in nature and is patterned within holographic realities, and learning environments are living systems. Implications that arise from this perspective are discussed.
Cite this paper: Janzen, K. , Perry, B. & Edwards, M. (2012). Viewing Learning Through a New Lens: The Quantum Perspective of Learing. Creative Education, 3, 712-720. doi: 10.4236/ce.2012.36106.

[1]   Andone, D., Dron, J., Boyne, C., & Pemberton, L. (2006). Are our students digital students? ALT-C 2006: The Next Generation. Conference Proceedings from the 13th International Conference ALT-C, Edinburgh, 5-7 September 2006, 82-96.

[2]   Arntz, W., Chasse, B., & Vincente, M. (2006). What the bleep? Down the rabbit hole. Los Angeles, CA: Lord of the Wind Films.

[3]   Bohm, D. (1971). Quantum theory as an indication of a new order in physics. Part A: The development of new orders as shown through the history of physics. Foundations of Physics, 1, 359-384. doi:10.1007/BF00708585

[4]   Bohm, D. (1973). Quantum theory as an indication of a new order in physics. B. Implicate and explicate order in physical law. Foundations of Physics, 3, 139-168. doi:10.1007/BF00708436

[5]   Cafiero, M., & Adamowicz, W. (2001). Simultaneous optimalzation of molecular geometry and the wave function in a basis of Singer’s n-electron explicitly correlated Gaussians. Chemical Physics Letters, 3355, 404-408. doi:10.1016/S0009-2614(01)00086-0

[6]   Calvani, A. (2008). Connectivism: New paradigm or fascinating pot-pourri? Journal of E-learning and Knowledge Society, 4, 247- 252.

[7]   Clark, A. (1997). Being there: Putting brain, body and world together again. Cambridge, MA: MIT Press.

[8]   Dar, Y. L., Yuan-Hoffman, W., Xio, A., Shah, S., Huang, D., & Hartman, E. et al. (2008). Heat activated pressure sensitive adhesives. public/Dar08.pdf

[9]   Davis, C., Edmunds, E., & Kelly-Bateman, V. (2010). Connectivism— Emerging perspectives on teaching and technology, Retrieved from epltt/index.php?title=Connectivism

[10]   Gallego, M.B. (2008). Physics, consciousness and transcendence: The physics of Roger Penrose and David Bohm as regards for explanation of the human mind open to reality. Pensamiento, 64, 715-739.

[11]   Glassman, M. (2001). Dewey & vygotsky: Society, experience and inquiry. Educational Researcher, 30, 3-14. doi:10.3102/0013189X030004003

[12]   Haberkern, T., & Deepak, N. (2002). Grains of mystique: Quantum physics for the layman.

[13]   Harokpos, E. (2005). Power as the cause of motion and a newfoundation of classical mechanics. Progress in Physics, 2, 80-91.

[14]   Heidegger, M. (1962). Being and time. New York, NY: Harper San Francisco.

[15]   Hunter, M., & Smith, K. H. (2007). Inviting school success: Invitational education and the art class. Journal of Invitational Theory and Practice, 13, 8-15.

[16]   Janzen, K. J. (2010). Alice through the looking glass: The influence of self and student understanding on role actualization in novice clinical nurse educators. Journal of Continuing Education in Nursing, 41, 517-523. doi:10.3928/00220124-20100701-07

[17]   Jammer, M. (1988). David Bohm and his work—on the occasion of his seventieth birthday. Foundations of Physics, 18, 691-699. doi:10.1007/BF00734150

[18]   Kerr, B. (2007). Msg. 18, Re: What connectivism is. Online Connectivism Conference. Winnipeg: University of Manitoba. URL (last checked 5 February 2007). http:/

[19]   Kibble, T. W. B., & Berkshire, F. H. (2005). Classical mechanics. London: Imperial College Press.

[20]   Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9, 1-13.

[21]   Kolb, D. A. (1984). Experiential leaning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

[22]   Lave, J., & Wenger, E. (2002). Legitimate peripheral participation in communities of practice. In R. Harrison (Ed.), Supporting lifelong learning: Volume I: Perspectives on learning (pp. 111-126). London: Routledge Falmer.

[23]   Longuenesse, B. (2001). Kant’s deconstruction of the principle of sufficient reason. The Harvard Review of Philosophy, 9, 67-87.

[24]   Marquez, I. (2006). Knowledge of being v. practice of becoming in higher education: Overcoming the dichotomy in the humanities. Arts & Humanities in Higher Education, 5, 142-161. doi:10.1177/1474022206063651

[25]   Mattar, J. A. (2010). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. %20in%20Education%20Technology.pdf

[26]   Merleau-Ponty, M. (1962). Phenomenology of perception. London: Routledge & Kegan Paul.

[27]   Online Etymology Dictionary (2011). Quantum.

[28]   Papert, S., & Idit, H. (1991). Constructionism. Norwood, NJ: Ablex.

[29]   Paxton, P. (2003). Inviting e-learning: How hard can it be? Journal of Invitational Theory and Practice, 9, 23-40. http://www.invitationaleducation .net/JITP %20Vol%208-1.pdf

[30]   Pert, C. B. (1997). Molecules of emotion: Why you feel the way you feel. New York, NY: Simon & Shuster.

[31]   Pribram, K. (2006). Holism vs wholism. World Futures, 62, 42-46. doi:10.1080/02604020500406255

[32]   Princeton University (2011). Quantum. ?s=quantum

[33]   Purkey, W. W. (1992a). An introduction to invitational theory. Journal of Invitational Theory and Practice, 1, 5-15.

[34]   Purkey, W. W. (1992b). Conflict resolution: An invitational approach. Journal of Invitational Theory and Practice, 1, 43-49. http://invitational education .net /jour nal/v12/p111.htm

[35]   Rakovi?, D. (2007). Scientific bases of the quantum holo-graphic paradigm. Proceedings of the International Conference on Measuring Energy Fields, Kamnik, 13-14 October 2007. http:// pdf

[36]   Schmidt, M. (2010). Learning from teaching experience: Dewey’s theory and preservice teacher’s learning. Journal of Research in Music Education, 58, 131-146. doi:10.1177/0022429410368723

[37]   Siemens, G. (2004). Connectivism: A learning theory for the digital age. http://www.elearnspace. org/Articles/connectivism.htm

[38]   Siemens, G. (2005). Connectivism: Learning as network creation. http://www.astd.oeg/LC/2005/1105 _siemens.htm

[39]   Siemens, G. (2006a). Connectivism: Learning and knowledge today. The International Review of Research in Open and Distance Learning, 9, 1-13.

[40]   Siemens, G. (2006b). Connectivism: Learning theory or pastime of the self-amused?

[41]   Smith, T., Hood, L., Stock, J., Pimm, S., & Lemke, J. (2006). Pedagogical sessions. Unifying Themes in Complex Systems, 22, 295-346. doi:10.1007/978-3-540-35872-5_8

[42]   Usher, E. L., & Pajares, F. (2006). Inviting confidence in school: Invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. Journal of Invitational Theory and Practice, 12, 7-16.

[43]   Van Manen (2002). Writing in the dark: Phenomenological studies in interpretive inquiry. Winnipeg: The Althouse Press.

[44]   Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University.

[45]   Zaman, L. F. (2001). Postmodern deconstruction of Newtonian science: A physical-to-social transposition of causality. Theory and Science, 2, 1-18.