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Because it should provides us guidelines for action to have a better decisions regarding learning experiences, more predictable outcomes, and more desirable results.

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It is a difficult term to define but a general definition is “Simply explains what a phenomenon is and how it works”.

Base on the text read Webster´s Seventh New Intercollegiate Dictionary gives five definitions:

1. The analysis of a set of facts in their relation to one another.

2. The general or abstract principles of a body of fact, a science, or an art.

3. A plausible or scientifically acceptable general principle of body principles offered to explain phenomena.

4. A Hypothesis assumed for the sake of argument or investigation.

5. Abstract thought.

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It has been suggested that the term learning defies precise definition:

Learning is used to refer to

1. The acquisition and mastery of what is already known about something.

2. he extension and clarification of meaning of one's experience.

3. An organized, intentional process of testing ideas relevant to problems. In other words, it is used to describe a product, a process, or a function.

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What is Learning? Understanding Effective Classroom Strategies

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Let’s talk about the definition of LEARNING and EDUCATION

Learning, emphasizes the person in whom the change occurs or is expected to occur. It is the act or process by which behavioral change, knowledge, skills, and attitudes are acquired.

Education is an activity undertaken or initiated by one or more agents that is designed to effect changes in the knowledge, skill, and attitudes fo individual, groups, or communities.

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The elements of humanistic psychology, according to Rogers (1969, p. 5)

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The elements of humanistic psychology, according to Rogers (1969, p. 5)

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1. ﻿﻿﻿Personal involvement. The whole person, including his or her feelings and cognitive aspects, are involved in the learning event.

2. ﻿﻿﻿Self-initiation. Even when the impetus or stimulus comes from the outside, the sense of discovery, of reaching out, of grasping and comprehending, comes from within.

3. ﻿﻿﻿Pervasiveness. Learning makes a difference in the behavior, attitudes, perhaps even the personality of the learner.

4. ﻿﻿﻿Evaluation by the learner. The learner knows whether the learning meets personal need, whether it leads toward what the individual wants to know, whether it illuminates the dark area of ignorance the individual is experiencing. The locus of evaluation, we might say, resides definitely in the learner.

5. ﻿﻿﻿Its essence is meaning. When such learning takes place, the element of meaning to the learner is built into the whole experience.

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Independent learning is problematic is most peculiar, because man always and only learns by himself.

Learning Is not a task or problem; it is a way to be in the world. Man learns as he pursues goals and projects that have meaning for him. He is always learning something. Perhaps the key to the problem of independent learning lies in the phrase "the learner has the need and the capacity to assume responsibility for his own continuing learning" (Jourard, 1972, p. 66).

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1. ﻿﻿﻿Motor skills, which are developed through practice.

2. ﻿﻿﻿Verbal information, the major requirement for learning being its presentation within an organized, meaningful context.

3. ﻿﻿﻿Intellectual skills, the learning of which appears to require prior learning of prerequisite skills.

4. ﻿﻿﻿Cognitive strategies, the learning of which requires repeated occasions in which challenges to thinking are presented.

5. ﻿﻿﻿Attitudes, which are learned most effectively through the use of human models and "vicarious reinforcement."

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Tolman distinguished six types of "connections or relations" to be learned:

Athexes

Equivalence beliefs

Field expectancies

Field-cognition modes

Drive discriminations

Motor patterns

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A Theory is a comprehensive, coherent, and internally consistent system of ideas about a set of phenomena.

Education emphasizes the educator, whereas learning emphasizes the person in whom the change occurs or is expected to occur. Although this distinction is easily understood, developing a working definition of learning is more complex.

Definitions of learning serve as the foundation for our discussion of the defimition of learning. These components include change, filing a need, learning as product, learning as process, learning as function, natural growth, control, shaping, development of competencies.

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“Learning is the process of gaining knowledge and expertise.”