Learning too fast

The disease of "studying only for the exam" spread long ago along universities. This has risen the number of work-only-for-the-salary-graduates, they satisfied with lower salaries and leading the enterprises to low productivity and poor innovation.

"School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel (sergeants). I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there, and especially sports. Because of this, I wasn't worth anything, and several times they suggested I leave.  This was a Catholic School in Munich. I felt that my thirst for knowledge was being strangled by my teachers; grades were their only measurement. How can a teacher understand youth with such a system? . . . From the age of twelve I began to suspect authority and distrust teachers"

-- Albert Einstein

Need is the source of creativity

Children know about communication even without using words. For instance, they know how signalize objects without knowing its meaning. Moreover, they know the basic primer words to establish survival: Mom provides affect, Dad provides food an play. Bottle provides milk, and so on.
They know about the danger even without warnings. But a preliminary warning is the best way. Do not say NO, you should tell them about the danger and consequences involved, even they do not understand the words you say. Be graphic as possible, but not dramatic.
Kids, as our ancestors, learn by the example. That is the relationship between fast learning and writing/reading process. Graphical/Example imitation is a large learning process by following reasons: first, the amount of information involved with images and its related content; second, the time required to reply this image and its graphic expressions. The most important goal for a child for continuing his learning process is to find the way to ask people "what is this?"
There are many communities examples for bio-inspiration. For example, the bees, the ants, the flies and the liontooths. The difference relies in the learning methodology. The flies seem to be not organized. There are ways to provide propagation by liontheeth: By natural blowing, by natural feeling, or by kicking.
For example, in the competence-type learning, the idea is to be very stressful in contents, but flexible in wisdom. The prerequisite of an assignment is never the course knowledge of the previous one. Instead, the requirement to take a course is the skill that student need to acquire this knowledge. For example, first semester courses should require reading comprehension and writing report structuring, instead strictly mathematics, physics and history. In another case, students of communication systems require skills in statistic data analysis, functional analysis, system analysis, electromagnetic phenomena comprehension and random (probabilistic) analysis; currently, the requirements are ruled as Knowledge in Signal Processing, Statistics and Electromagnetic Field.

“Where is the Life we have lost in living? Where is the wisdom we have lost in knowledge? Where is the knowledge we have lost in information?”

 T.S. Eliot

Accordingly, there are three steps to cross the path between the wanting to do something (hobby) and the successful point where one is paid for doing something wanted: Vocation, Purpose and Work. In developed countries like Germany, this pathway is guaranteed, since the aspirant to a University has the opportunity of choosing the topic or discipline he wants by vocation. In the opposite, in underdeveloped countries like Colombia, the aspirant must choose by University prestige, and then he is forced to choose the topic that is available (by academical degree or by economical level). In most cases, the aspirant chooses a career that does not fit with its vocation. 
Vocation refers to the topic what a person feels comfortable with, and knows that he has the skills to be good on this; It relates to the hobby. Purpose is the activity of the person to achieve a goal through his vocation; an academical/technical/practice/theoretical training is required to enhance the purpose. Finally, the work is the contribution that the person makes after the achieved purpose, becoming a synonym of a job when the work is compensated by money.

The missing link

One of the most important aspects in learning is the mind training by finding missing information. The mind does not estimate information, it creates information based on previous conceptions. I give an example. Try to see a video with muted sound, and imagine the song. Probably you do not match with the song, but the conception of music would be surprising.
A temperature difference produces a heat flow. An electrical potential produces a current. Analogously, a change in electromagnetic field produces a electromagnetic flux. In music, a change of beats and frequencies produces melodies. How can be the learning process likewise transmitted? A first approximation comes out form the multimedia, by packet traffic: Pieces of information are sent via redundancy and reliability, and gathered together by side information of memory "flashes". Is there another way to define the learning process as a medium that flows information from the source to the learner.
There is an interval, where the learning process is a priority over teaching process. When people get older, the priority turns in the teaching process, blocking the learning process in some aspects.
The supervision is often a complement for the learning process. But beware, it is not by the transmission of information, but by the whole chemical, physical and other processes involved with. For instance, a plant can grow up fast by putting music aside or talking with it. However, the process involved is actually the emission of CO2 provided by the person to the plant and the resonance frequency provided by music.
Practice and training is the best way for learning. Memorizing is currently considered as not adequate. This statement applies to high school education: A simple academic-bachelor degree does not identify the abilities and skills of the titled person. Instead, a good perspective for employment and business can be deployed for the person who was prepared for a technical/trained skill, especially if that skill is chosen by willing.

Just note the classic learning scale, according to William Glasser: progressively, you learn:

1. What you read.
2. What you hear (in class, for instance). Listening.
3. What you see (by an example). Observation.
4. What you see and hear at the same time (audiovisual-surround). Living the experience.
5. What you discuss with your peers. Talk, ask, reproduce, define, relate, enumerate, enlist, reproduce, remember, debate, react, define.
6. What you do. Write, interpret, translate, describe, express, review, identify, communicate, apply, use, demonstrate, practice, plan, estimate, discover, create, organize, summarize, analyze, differ, evaluate, catalogue, participate.
7. What you teach to others. Explain, abstract, classify, structurate, define, generalize,elaborate, probe, illustrate.

The idea of developing the imagination and other abilities is to reduce or eliminate anyone of the senses. The completeness leads to numbness, since the mission of mind is complete the missing tracks. Reading cancels hearing, touch and sight (since you are reading a text). This causes the other senses fly with imagination to recreate the scene you are reading. With good music, the muted senses are sight and smell (touch is in vibration, so is not disabled), allowing to develop imagnianción flying through the canceled sense. Sleeping is  also a process, because all the external senses are nullified. Hence, television numbs and cancels creativity, because all the senses are involved with it. The internet is not completely the blame.