Language is very various. Much depends on the language with us people. How this goes with the language, this has an effect when teaching, when studying when researching and at much other one. It is helpful to us if we know something about the languages when learning, when teaching and when researching. Can we talk about languages of learning, about teaching and the research if this happens in the same language? When learning it can be that one understands the learning contents to a topic, but the representation in the teaching one understands only partial and the representation to this in the research one does not understand at all. Does exist for learning language barriers in the teaching and in the research?
In the research the vocabulary arising in the context of this is often developed, because the simple colloquial speech doesn't suffice for the research process. The teaching then will process the research language for the simpler studying language. Does the studying language have to be simpler? Learn turns out well if there aren't any learning barriers. Language barriers can be learning barriers. Unfortunately, this learning obstacle is often noticed too little that there are also unnecessary language barriers in the language of teaching which learning barriers are. Does one have to use scientific character with language barriers which aggravate or hinder the learning? Shall one also carefully take care at the teaching that the language of teaching is a helpful language for learning, is a learning friendly language? "Is learning laboured-- and why?" Perhaps this question is too seldom expressed. But many children, teenagers and adults experience the burden of this question.
What happens with us from the longing for the adventure of learning as happy school beginners up to the learning tiredness within three to four years? Although this isn't general but also not rare. Learning joy can last after the schooldays the whole lives if the language of learning activates and arouses the learning joy. There are many examples and many excellent efforts for this.
In our time one discovered more and more the reasons for school tiredness and taken into account critically also in the teaching staff. Presumably results the decision for the teacher profession of a children friendly, of a youth friendly philanthropic attitude. If today this doesn't get so well-founded, so definite consciously either, humane education is a common attitude for the teacher profession and in the teacher profession. With this attitude could much on the way to the teacher profession and in the teacher profession participate in the intellectual mastering of the humane education, such as for this topic here or for other topics of the humane education. Many in the teacher profession would follow the traces of her philanthropic vocation more -- instead of getting also school tired of the performance evaluation, of dominant judgements according to faults, of attrition discipline stress and still more of getting also school tired. So the teacher profession becomes in the service of the humane education to the learning joy and joy of life for the children, for the youth and in the echo to in into the families.