📘 Part 3: Learning new skills

This episode's vocabulary

Vocational (adj.) - (of an educational course or a qualification) providing knowledge and skills that prepare you for a particular job.

Numerous (adj.) - many.

CV (noun) - a short written description of your education, qualifications, previous jobs, and sometimes also your personal interests, that you send to an employer when you are trying to get a job.

Self-management (noun) - the ability to control and organize something such as your own work, health, or behaviour.

To democratize (verb) - to make countries or organizations use democratic ways of making decisions.

To revolutionize (verb) - to completely change something so that it is much better.

To level a playing field (idiom) - to make a situation fair for everyone.

Play it by ear (idiom) - to decide how to deal with a situation as it develops, rather than acting according to plans made earlier.

Free agent (noun) - someone whose actions are not limited or controlled by anyone else.

Adopter (noun) - a person or company that starts to use a new product or service.

Skilfully (adverb) - with great skill.

Questions and Answers

M: Where do children learn skills in your country?

R: Lots of places actually, now I think about it. There are schools of course. But we also have things called vocational colleges, and youth groups like the Boy Scouts, which teach skills like plumbing and sailing, respectively. And then there are numerous organizations for specific skills like ambulance services, which provide Junior first aid training. And this is without even touching on what kids learn at home from their parents and their relatives.

M: What are the differences between learning skills on your own, and from others?

R: Loads I would imagine. But the big ones would be things like the level of freedom in the process of learning and the level of qualification. So, if you learn things by yourself, you can do it in your own time, but you don't get a certificate or qualification at the end of it. Which might mean you can't put it on a CV or something like that.

M: What important skills should a child learn?

R: I think that depends a lot on the context and culture, to be honest. But social skills and self-management would be important. So things like how to make and keep friends and how to set goals and manage your time well would be good for later in life, since you have to work with other people in the world in order to get by.

M: What skills do you think teenagers should have?

R: Other than more developed versions of the ones I just mentioned? I can't think of any specific ones, really. It's hard to say what skills beyond those which lend themselves to working with others would be useful in the future.

M: And, for example?

R: Well, I already talked about the ability to manage your relationships. So I suppose things like that, or maybe communication skills as well. They would be useful. And that's regardless of the job that you have in the future, or whatever you're doing.

M: Is it easier for children or adults to learn new skills?

R: I think people have spent decades debating that one. The reason being that it seems to depend a lot on how things are done. Children have an abundance of time to just focus on learning. But adults have the cognitive development that allows them to build on core concepts faster and then extend them to other areas. And with that in mind, I really can't say for sure, without more information on what's being learned.

M: How has the internet changed the way people learn new skills?

R: It certainly seems to have democratized the process of learning. Since just about everyone can access information on anything really. And anyone with a camera and a microphone can create a video or share a demonstration. It's really revolutionized things in terms of access. Some skills might need access to physical resources, or the development of these might require that. But it's levelled the playing field in terms of starting points for sure.

M: Should learning new skills be a lifelong process?

R: I remember reading a few books about this. And of course, as a teacher, I'm expected to say yes, because that benefits me directly. However, I've come to the conclusion that it might be better for people to play by ear and see how they feel in the moment if they want to learn or not. The reason being that I think people are free agents who should have the right to say no, I don't want to learn this now. And that's okay.

M: And what practical skills can young people teach old people?

R: Well, because young people are typically early adopters of new technology, how to use new technology would be something they would be much better placed to do compared to older people.

M: Hey, Rory, thank you for your answers!

R: No problem. I hope they were skilfully answered.

Discussion

M: So we learn new skills, or we can say acquire new skills, dear listener. So learn something new. And people are taught to do something. Okay? You can use the passive voice here. A nice expression is now I think about it.

R: Yes, I like that expression. It's one of my favourite ones, actually. And I wanted to draw attention to it. Because you might be thinking about your answer while you're speaking. And you can add this in like, oh, yeah, now I think about it. There are lots of places.

M: Like you didn't think about it before. And well, now I think about it. Actually, yeah. For example, where can students learn practical skills?

R: Everywhere. From the internet, in college, in school, in the youth group.

M: Well, you should use it now I think about it, Rory.

R: Oh, well, now that I think about it, all of those places that I just said.

M: And Rory gave us the places. So schools, vocational colleges, like special colleges, like vocational colleges, where you can get a profession like to be a chef, to be a cook. So you go to a vocational college. Yeah. Plumber. Plumber? Remember in part two, we talked about a boiler in Rory's house? So plumbing, a plumber, or an engineer, or I don't know, like a driver. Also like Boy Scouts, if you have the Boy Scouts in your country, so they teach you some practical skills, like sailing.

R: If you don't have Boy Scouts in your country, there will be a youth group that's very similar. What do you have in Russia?

M: A very good question. I think they have some, like classes at school, or extracurricular classes, like extra classes at school. And yeah, some kind of like additional classes in some private schools, like swimming. I don't know, sailing, chess. But usually, you have to pay for them. Yeah, you can call them youth groups or additional courses. Yeah? And then Rory told us like, lots of organizations for specific skills. And specific skills like first aid training. Okay? So first aid is like when a person feels sick.

R: Unwell.

M: Unwell. Yeah. They kind of just drop on the floor and what can you do to help them? So first aid training. And like ambulance services. Also kind of ambulance. When you feel unwell you call the ambulance. So this like... Like a car arrives.

R: I like the sound effects.

M: And takes you to the hospital.

R: The sound effects are definitely my favourite part of this experience.

M: Yeah. Maria's, Maria's ambulance services will be like...

R: Why are the ambulances animals? Anyway, moving on.

M: I don't know, I don't know. And then kids can learn different skills in their home. From their parents and relatives. So this is where real teaching takes place. So your grandma teaches you how to cook or how to clean your house every day. So the differences between learning skills on your own and from others. And Rory told us loads. So loads of differences.

R: Loads. That means a lot. And it's part of another one of my favourite phrases. Loads, I would imagine. So again, like loads. Lots of things, when I think about it. Or when I'm imagining what's possible.

M: Or, for example, like the question could be, are there many skills that people should learn in their lives?

R: Well, loads, I would imagine. I mean, if you think about it, you'd have to learn how to communicate, how to form relationships, how to live in the world. Any skills connected to your job. All kinds.

M: Yeah, just like a skill in how to live in the world. Okay, dear listener? Like just how to live your life, this is a good skill, happily. So the biggest difference is the level of freedom in the process of learning. Okay? At the level of qualification. Qualification, education. So, learn by yourself, learn on your own and learn from others, or learn with a teacher. For example, when you get a certificate or qualification. So like a degree, or some kind of certificate after you learn something. Like driving, like, what, Rory, you've recently learned this rope thing,

R: Oh, yeah. Well, I didn't get a certificate for that. All it means is I just in this place know how to do a certain thing. But I did get a driver's license when I learned how to drive. And I have my teaching qualifications as well. Those have specific certificates that can be used anywhere in the world.

M: Yeah, so something you can put on your CV. Yeah? Something like official. How did you start answering the question about important skills a child should learn?

R: It's another favourite opener. It's "I think that depends a lot on the context and the culture". And that is true because where you live and how you live there will determine what's important. So I could have talked about like computer skills, but that will only be important in a country with an information economy. I don't think it's going to be terribly important in a country where what you really need is someone to build infrastructure, for example. So like it would be more important for children to learn about building, for example, there.

M: Yeah. Also, like generally, you can speak about social skills, self-management skills, time management skills, how to make friends, oh, this is a skill, how to set goals. How to manage your time, time management. And today, lots of people talk about soft skills. Like, oh, soft skills, and soft skills. Like what are soft skills?

R: I think soft skills are things that you can transfer from field to field, whereas hard skills are something specific to a certain area. So, for example, a soft skill would be something like learning to communicate effectively. That's something that you need, regardless of what you're doing. But a hard skill would be like learning how to reassemble a gun in the army. I mean, that's something that's super specific for that particular area. Or learning how to repair a damaged pipe. That's something that doesn't really transfer to other jobs or other fields.

M: Yeah. And skills like time management, communication skills, problem-solving skills, creativity, leadership skills, okay? Attention to detail. Also, negotiation skills, public speaking, dear listener, analytical thinking, and research. Okay? Like being motivated. Decision-making skills. You see? You can kind of show off your knowledge of soft skills and hard skills. Yeah, so a hard skill is like driving a car. A soft skill is being creative about driving your car. Or being motivated to learn how to drive even more safely, and adapt. And also you can talk about soft skills in... When you talk about children, teenagers, you know?

R: Can we?

M: Yeah, like why not? Like teenagers, for example, the next question is like, teenagers. So what skills should teenagers have? And you go like, oh, soft skills are really useful for teenagers. Because they should manage their time well, they should be taught how to be a good team player, they should manage their emotional intelligence. Also, soft skills, you see?

R: Well, they're getting closer to the world of work and living independently. So they need these things, probably.

M: Yeah. Exactly. Or like active listening. You see? Like when you listen, when you actually listen and respond, negotiation techniques, critical thinking, you know, not like believing everything you read online and on social media. Critical for teenagers these days.

R: Like Abraham Lincoln said, don't believe everything you read on the internet.

M: That's Abraham Lincoln?

R: That is exactly what Abraham Lincoln said, do not question it.

M: About the internet?

R: About the internet. Yes. That's you exercising your critical thinking skills. Speaking of, which I also said for the answer to this question, another fun phrase that I like to use quite frequently, which is other than the more developed versions of the ones I just mentioned, which is a more complex way of saying, well, just what I said, really. Just with a bit more development, because we were talking about children before. And if they're teenagers, then they should be developing further.

M: And you can always say, like, I can't think of any specific skills, really. So like I just, you know, don't remember.

R: It's not that I don't remember, it's just I can't think of them. Because I mean, it really does depend on what age the teenagers are and where they're going in life and what they want to do. So a lot of it we can afford to be further vague about.

M: When people learn new skills, children have an abundance of time. So children usually have more time than adults. Yeah?

R: I like that expression. An abundance of time.

M: An abundance.

R: It just means they have a lot of time.

M: An abundance of time. To focus on learning. But adults don't have this privilege. Yeah? They lack time. Adults have cognitive development.

R: Yeah.

M: So they are developed cognitively, usually quite well. This allows them to build on core concepts. So core means like main, key concepts.

R: The key idea.

M: Yeah, key ideas. So they build on key ideas faster than teenagers. And then adults extend these key ideas into other areas. But children, like they may not know much. So they cannot extend key ideas to other areas.

R: They don't know what the other areas are.

M: And then you say like, with that in mind, I can't say for sure...

R: Yeah. The reason I'm pointing this out is because it's something that one of my students said that I say rather a lot. So I'm just highlighting it as a way of moving on to the next thing. Because I always say, with that in mind, or with this in mind, and then I move on to the next logical point. So I thought it would be a cool phrase to point out.

M: The internet has changed the way people learn new skills, right? Because, well, lots of people now learn new skills online. And it's crazy, kind of like you can learn how to cook online. Yoga, sports. Medicine, I don't know, it's crazy. Everything could be learned online. So anyone can access information online. Yeah? With a camera and a microphone. So just create a video to share. And Rory told us that it has democratized learning. So the internet has democratized learning. Like democracy. And it has revolutionized things in terms of access.

R: But that just means it's expanded to everybody. The privilege of access has been extended to everyone. Democratization.

M: Yes. Like, however, some skills might need access to physical resources. So still, for example, I don't know, like doctors, they need to touch a patient. Yeah? To, kind of... to feel the patient's body. So not everything could be taught online. But it's levelled the playing field. What? What field? What's this about?

R: Oh, levelling the playing field just means opening up access, and making things fair for people. If you level the playing field, you remove obstacles that people might have to overcome normally.

M: And here we talk about online learning and traditional learning. Yeah? In the classroom.

R: Yeah.

M: So give us a sentence with this level of the playing field.

R: Well, online learning leveled the playing field for a lot of people, because some people didn't have access to schools, for example, but they do have access to the internet, so they can learn online now.

M: What else can we use it with?

R: Everything. Everything in terms of making things fair. So a law might level the playing field for certain groups of people, or make sure that you don't discriminate against other people when you're teaching or when you're working with them. It's also levelling the playing field. Lots of things.

M: Give us a sentence, please.

R: Just a random one? Or talking about skills?

M: Yeah, yeah, just a random one. Like, where would you usually use this phrase...

R: So it would usually be the government's new law is designed to level the playing field in terms of access and equality.

M: So like everyone has the same access to things and everybody is equal.

R: Yeah.

M: Learning new skills is usually a lifelong process. So you live and learn, dear listener. Live and learn. So learn all the time. So once you stop learning, that's it.

R: Ah, well, it could... I mean, I think there's probably a balance between those two things. We sell this idea of lifelong learning.

M: Yeah, yeah. And big corporations make money. So they sell you new courses. So it's kind of marketing, dear listener. To keep you buying new things, invest in your education.

R: That's why it's important to develop the skill of critical awareness. And so that's what I'm trying to do here with my answer. To be critically aware, you know, you don't have to be learning all the time, this idea that human beings should constantly be productive is probably not tremendously helpful, especially to your mental health.

M: And Rory here tells us that I've come to the conclusion... So kind of I've concluded that it would be better for people to play it by ear. Play it by ear.

R: Yes. So that just means responding to the situation as it develops, rather than thinking that it always has to be like this all the time. You don't have to be constantly learning. You just adapt to the situation as it goes. Some days I don't feel like learning anything because I'm tired. Or I'm busy.

M: Yeah. So kind of you don't have a plan all the time. Like what to learn, like how to learn but you play it by ear. And kind of you need to see how you feel in the moment. Do I want to learn it? I don't want to learn it. Just if I don't want to learn it, just don't push us. Yeah? And Rory started answering this question by saying how cool he is. Like, oh, I've read a few books. Hey, I've done my research on this. Hey! So what did you say?

R: I didn't do this research specifically for this by the way, I was doing it because I have a friend who is the principal of a school. And she often sends me things to read. And this was just one of them. So the books were about learning and the role of the school in society, and how you don't always have to be learning. You can take a step back if you want to.

M: Yeah, and this is like a good like start to answer the question. Oh, I remember reading a few books about it. So an interesting idea that kind of you don't have to learn all the time. So if you don't feel like learning it, just don't. Like watching Netflix. Okay?

R: Take a break here.

M: Yeah, don't do anything at all. Just lie in your bed doing nothing munching on some crisps. Yum, yum, yum. And, well, listen to our podcast in the background.

M: Thank you very much for listening! And we'll get back to you in our next episode. Okay? Bye!

R: Bye!

Make sure to subscribe to our social media to see some of the “behind the scenes” stuff:

Our Instagram: bit.ly/instagramswi

Our Telegram: bit.ly/telegramswi