Over the course of the first 5 Healing Den Programs, it has become clear that the stages of learning is difficult for participants. Some have described it as agonizing and frustrating. I decided to apply the four stages of learning to the healing den process to create a roadmap for attendees.
Martin M. Broadwell described the model as "the four levels of teaching" in February 1969[1] which was later adapted to become the four stages of learning.
Learning is the relatively evocative process in a person’s sense of competency, capacity, and capability that leads to a permanent change in their knowledge or behavior due to an uncommon experience. Interestingly, progression from stage to stage is often accompanied by a feeling of awakening where understanding 'click' into place for the learner - the person feels like he/she has made a big step forward, which of course they have.
The general process of learning involves three nuances that lead to actual learning and integration into ones sense of self:
The learning process has often become more difficult than necessary because of the prior learned judgements people have been socially imprinted when they make mistakes in learning. The old expectations come from learned judgments like, “not doing it right,” “not good enough,” “can never learn this,” etc.
Ironically, not doing it right and making mistakes are vital steps in the learning process; yet too often our attention goes to trying to avoid the bad feelings, rather than to the learning at hand.
In addition, family dynamics and cultural rules will impact whether the learning becomes fully integrated and applied in day to day life. In other words, presence is not often accepted by others until they get accustomed to the new way of being.
Understanding the four stages of learning a skill can support the learning process where one is focused on learning to do something, and not feeling bad about ourselves for not already knowing how.
“I don’t know that I don’t know how to do this.”
This is the stage of blissful ignorance before self-awareness and learning begins. For example, many people arrive with preconceived notions of what is presence, self-awareness, and mindfulness. As the class progresses, an awareness of not knowing often occurs leading to nervousness and uncertainty. It is at this stage that the potential to learn occurs. A new sense of self-awareness develops.
“I know that I don’t know how to do this, yet.”
This is the most difficult stage, where learning begins, and where the most judgments against self are formed. This is also the stage that most people give up[2]. For example, when new people arrive at the healing den, they are steeped in “doing” or “performing” according to all their life experiences and professional training. This stage tends to trigger an uncomfortable experience of feeling out of one’s comfort zone. If it is too uncomfortable, they will tend towards relying on existing techniques and methods versus learning how to become present to oneself or the clients. To leave this stage, a willingness to not know and to experiment with new experiences must occur. Often, there is a floating between beginning to understand and being confused. As experiences begin to be trusted, a new sense of awareness and being supersedes habitual behavioral such that the learning starts to occur.
“I know that I know how to do this.”
This stage of learning is much easier than the second stage, but it is still a bit uncomfortable and self-conscious. Here we consciously try to learn a new skill. Practice and repetition are at the forefront. This is where most learning takes place. It takes effort and work. For example, the individual tends to be learning technique, a forming of doing presence versus being presence. As presence is practiced with self-awareness through developing a witness to oneself and others, the techniques of being presence becomes a process that is experienced and generally known by the individual. The sense of success and self-discovery tends to evolve and support the individual into greater and deeper self-awareness and presence.
This is the basis of the ongoing practice session with required reflection papers to support the learning process through experience and self-awareness of journalling.
“I know I did something well?”
The final stage of learning a skill is when it has become a natural part of us; we don’t have to think about it. Feedback from multiple sources indicate that presence versus the mind-stream of rules and thoughts now permeate our existence. Other perplexed suggest that we are different or that “you seem to be more you”. This is where we are in a state of being regardless of what we are doing.
The key is to recognize where you are at in the 4 stages of learning and be patient with yourself.
"I can explain it and how to do it with ease."
Over time, there has been the addition of the fifth stage, referred to as Reflective Competence or Conscious, Unconscious Competence. In the healing den we refer to this as the ability to witness oneself and others, Even though witnessing is being learned through the prior four stages, in this stage there is sufficient self-awareness, and mindfulness to know that you know and move from differing levels of presence depending on the situation and circumstances of each moment.
This is the stage of the certified practitioner and eventual certified facilitator. It allows teaching others what they need to move through the stages.
https://helpfulprofessor.com/stages-of-learning/
As a follow-up to this model, I suggest looking into the four stages of listening and the four stages of paying attention. They provide a slightly different perspective of the evolving stages of being fully yourself.
[1] Paul R. Curtiss and Phillip W. Warren mentioned the model in their 1973 book The Dynamics of Life Skills Coaching. The model was used at Gordon Training International by its employee Noel Burch in the 1970s; there it was called the "four stages for learning any new skill". Later the model was frequently attributed to Abraham Maslow, incorrectly since the model does not appear in his major works.
[2] Judgment release can be very helpful here in the second stage because mistakes are integral to the learning process. They’re necessary because learning is essentially experimental and experience-based, trial and error. Information can be accumulated, but until it is practiced and used, it’s only information. It’s not learning, and certainly not a skill.
Broadwell, Martin M. (20 February 1969). "Teaching for learning (XVI)". wordsfitlyspoken.org. The Gospel Guardian. Retrieved 11 May 2018.
https://peachcapital.com/the-four-stages-of-learning/
https://nathaliehimmelrich.com/the-five-stages-of-learning/
https://leadershipmanagement.com.au/understanding-4-stages-learning/
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© Herb Stevenson, 2017 - 2025