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The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
The sixth stage, mastery, was added later by Dreyfus and Dreyfus. Masters, not content with conventional expertise, seek to expand the scope of their intuition. In some cases they introduce new ways of doing things that open new possibilities and transform the style of their skill domain.
These four fruits or states are Sotāpanna (stream-enterer), Sakadāgāmi (once-returner), Anāgāmi (non-returner), and Arahant (conqueror, "worthy one"). The early Buddhist texts portray the Buddha as referring to people who are at one of these four states as "noble ones" ( ārya , Pāli: ariya ) and the community of such persons as the noble ...