I was reading an interesting article titled "Unlearning: A Critical Element in the Learning Process" written by Dr. Virginia S. Lee, Associate Director, Faculty Center for Teaching and Learning, North Carolina State University. I am quoting a paragraph from her article here:
"Types of Unlearning
Often when we think of learning, we think in terms of content: the various facts and concepts we know in a particular knowledge domain (e.g., history, physics, psychology). In fact, much of the research on the role of prior knowledge in learning has taken place in the context of conceptual misunderstanding in the sciences. While so-called "declarative knowledge" (i.e., knowing that) is certainly important, there are other areas of learning as well. "Procedural knowledge" (i.e., knowing how) refers to the various ways of operating on and acting upon information in any number of situations: for example, solving a math problem, carrying out emergency protocols, executing a play in football. Unless we are in the early stages of learning (e.g., a new driver learning manual transmission), such knowledge is often tacit and well out-of-reach of conscious awareness. And in crisis situations newer and less stable learning will cave into older learning, however misguided it is. Attitudes and their reflection in how we behave also represent an important domain of learning. For example, if students believe that learning is a matter of natural ability rather than effort, they will be unlikely to try very hard in the face of the slightest adversity."
In some cases 'unlearning to learn' is the key. For example, if you don't believe in treating women like humans, no matter who tells you, you will never learn the proper treatment. Here, you need to unlearn the deep integrated values to learn and develop the new attitude.
Here's the link to the full article: article [http://cft.vanderbilt.edu/files/vol14no2_unlearning.htm]
