Learning is acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. To that end, learning may be viewed as a process, rather than a collection of factual and procedural knowledge.
Human learning may occur as part of education, personal development, schooling, or training. It may be goal-oriented and may be aided by motivation. The study of how learning occurs is part of neuropsychology, educational psychology, learning theory, and pedagogy. Learning may occur as a result of habituation or classical conditioning, seen in many animal species, or as a result of more complex activities such as play, seen only in relatively intelligent animals. Learning may occur consciously or without conscious awareness. There is evidence for human behavioral learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that the central nervous system is sufficiently developed and primed for learning and memory to occur very early on in development.
Play has been approached by several theorists as the first form of learning. Children play, experiment with the world, learn the rules, and learn to interact. Lev Vygotsky agrees that play is pivotal for children's development, since they make meaning of their environment through play. The context of conversation based on moral reasoning offers some proper observations on the responsibilities of parents.
Read more about Learning: Domains of Learning, Transfer of Learning, Active Learning, Further Reading
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Famous quotes containing the word learning:
“I would fain grow old learning many things.”
—Plato (c. 427–347 B.C.)
“Our goal as a parent is to give life to our children’s learning—to instruct, to teach, to help them develop self-discipline—an ordering of the self from the inside, not imposition from the outside. Any technique that does not give life to a child’s learning and leave a child’s dignity intact cannot be called discipline—it is punishment, no matter what language it is clothed in.”
—Barbara Coloroso (20th century)
“Their holders have always seemed to me like a woman who should undertake at a state fair to run a sewing machine, under pretense of advertising it, while she had never spent an hour in learning its use.”
—Jane Grey Swisshelm (1815–1884)