We All are Europe - AESAEC

III.3. Multi-sensory Learning
Holistic learning is by no means a new approach in educational theory – just think of the principles
of Johann Heinrich Pestalozzi or Maria Montessori. But ever since neurology first allowed us to understand
how the human brain processes information and the resulting thought processes, we know
that the absorption of information via the various sensory organs really does activate different functions
of the brain. These collect, analyse, interpret and further process information, which usually
flows into complex processes of memorising, thought and action.
For educational theory the hypothesis is reinforced (and also repeatedly confirmed), that the more
successful learning is the more brain functions are activated, because…
the resulting linking of brain cells is greater
the storing of information and skills occurs more intensively
this information and these skills can be more easily retrieved or activated
On the basis of our sensory organs the following sensory learning forms can be expressed as a rough
summary:
auditory learning (hearing, listening, discussing, talking etc.)
visual / optical learning (reading, seeing, looking, observing etc.)
haptic / kinaesthetic learning (touching, creating, moving, playing etc.)
olfactory and gustatory learning (smelling, tasting)
It is indisputable that the first two learning forms are put into use most of the time, but also haptic
/ kinaesthetic learning is gaining in importance in many pedagogical areas. However, relatively little
consideration has been given in the wider educational context – apart from in a few areas of
vocational education – to the specific application of olfactory and gustatory learning. On the one
hand this has a certain justification, but on the other hand it should not be completely disregarded
with respect to the areas of sensitisation and association. Above all in terms of conveying intercultural
subject matter smells and tastes can perfectly well be specifically applied. Thus preparing
international dishes together as well as eating them together can offer a very fruitful learning ambience
with great memory potential (which in a similar form was tested very successfully in company
canteens as part of the EU project Europe at Work).
It is therefore a central element of the AESAEC training concept to understand learning also with
regard to the absorption of information and as complete a process as possible.
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