Learning: A disposition

Learning is a disposition. It involves the entire human being, rather than merely the brain, or the part of it that we hold responsible for our intellectual activity, the neocortex. If learning simply were to be identified with the processes that go on in our brain cells, it would be difficult to distinguish between thinking and learning. Learning is distinct because of its overall intentionality. It serves a purpose. In this short essay,2 I shall argue why we should broaden our perspective of learning, overcoming the narrow focus on the things that go on in instructional settings such as the school. Key to that discussion is the question why we learn. I shall also discuss a number of aspects that I believe are important for how we should go about creating the conditions of learning in the broader perspective expounded in this article. Learning undefined Definitions are useful as a guide for reflection and practice, provided they are adequate. They ensure that we all know what we are talking about and thus allow us to communicate effectively and to collectively make sense of things. They keep us on course. However, when a definition no longer reflects the actual state of practice and the latest development of its underlying theoretical framework, then it becomes a hindrance. In the case of learning, we have reached that stage. 1 Jan Visser is director for Learning Without Frontiers (LWF) at UNESCO (United Nations Educational, Scientific and Cultural Organization). He is also the founder and president of the Learning Development Institut (LDI). Information about LWF and LDI is available online a