Enhanced descriptions from Syndetics:

How We Learn deals with the fundamental issues of the processes of learning, critically assessing different types of learning and obstacles to learning. It also considers a broad range of other important questions in relation to learning such as:

The book provides a comprehensive introduction to both traditional learning theory and the newest international research into learning processes, while at the same time being an innovative contribution to a new and more holistic understanding of learning including discussion on school-based learning, net-based learning, workplace learning and educational politics.

How We Learn examines all the key factors that help to create a holistic understanding of what learning actually is and why and how learning and non-learning take place. It is also however a refreshing and thought-provoking piece of scholarly work as it adds new research material, new understandings and new points of view.

Table of contents provided by Syndetics

• List of figures (p. ix)
• Foreword (p. xi)
• 1 Introduction (p. 1)
• 1.1 What is learning? (p. 1)
• 1.2 A definition of learning (p. 2)
• 1.3 The structure of the book (p. 4)
• 1.4 Summary (p. 5)
• 2 The basis of the understanding of learning (p. 6)
• 2.1 The various sources of the understanding of learning (p. 6)
• 2.2 Learning and psychology (p. 7)
• 2.3 Learning, biology and the body (p. 8)
• 2.4 Learning and brain functions (p. 12)
• 2.5 Unconscious learning and tacit knowledge (p. 17)
• 2.6 Learning and society (p. 19)
• 2.7 Summary (p. 21)
• 3 The processes and dimensions of learning (p. 22)
• 3.1 The interaction and acquisition processes (p. 22)
• 3.2 The three dimensions of learning (p. 25)
• 3.3 Summary (p. 28)
• 4 Different types of learning (p. 30)
• 4.1 Learning typologies (p. 30)
• 4.2 Piaget's understanding of learning (p. 34)
• 4.3 Cumulative learning (p. 38)
• 4.4 Assimilative learning (p. 39)
• 4.5 Accomodative learning (p. 41)
• 4.6 Transformative learning (p. 44)
• 4.7 Connections and transfer potentials (p. 47)
• 4.8 Summary (p. 49)
• 5 The content dimension of learning (p. 51)
• 5.1 Different types of learning content (p. 51)
• 5.2 Kolb's learning cycle (p. 53)
• 5.3 From activity theory to cultural psychology (p. 57)
• 5.4 Adult education, transformation and critical thinking (p. 62)
• 5.5 Reflection and meta-learning (p. 65)
• 5.6 Reflexivity and biographicity: the self as learning content (p. 69)
• 5.7 Summary (p. 73)
• 6 The incentive dimension of learning (p. 75)
• 6.1 The divided totality (p. 75)
• 6.2 Freud's understanding of drives (p. 76)
• 6.3 Structures of content and patterns of incentives (p. 78)
• 6.4 Emotional intelligence (p. 83)
• 6.5 Heron's theory of feeling and personhood (p. 85)
• 6.6 Emotion, motivation, volition and attitudes (p. 88)
• 6.7 Motivation through disturbances and conflicts (p. 91)
• 6.8 Motivation problems in modernity (p. 93)
• 6.9 Summary (p. 95)
• 7 The interaction dimension of learning (p. 96)
• 7.1 Situated learning (p. 96)
• 7.2 Forms of interaction (p. 100)
• 7.3 The social embeddedness of learning (p. 101)
• 7.4 Critical theory and socialisation (p. 104)
• 7.5 The heritage of the cultural historical tradition (p. 107)
• 7.6 Communities of practice (p. 110)
• 7.7 Politically oriented approaches (p. 113)
• 7.8 Social constructionism and postmodernism (p. 116)
• 7.9 Collective learning, collaborative learning and mass psychology (p. 119)
• 7.10 Summary (p. 122)
• 8 Learning as whole (p. 124)
• 8.1 Across the dimensions (p. 124)
• 8.2 Learning and experience (p. 125)
• 8.3 Personal development (p. 132)
• 8.4 Competence (p. 134)
• 8.5 Learning and identity (p. 137)
• 8.6 Holistic learning theories (p. 143)
• 8.7 Learning models and courses of learning (p. 149)
• 8.8 Summary (p. 156)
• 9 Barriers to learning (p. 157)
• 9.1 When the intended learning does not occur (p. 157)
• 9.2 Mislearning (p. 158)
• 9.3 Defence against learning (p. 160)
• 9.4 Ambivalence (p. 167)
• 9.5 Resistance to learning (p. 169)
• 9.6 Summary (p. 174)
• 10 Learning, dispositions and preconditions (p. 176)
• 10.1 Heredity, environment and dispositions (p. 176)
• 10.2 Intelligence, abilities and smartness (p. 179)
• 10.3 Learning style (p. 184)
• 10.4 Learning and gender (p. 187)
• 10.5 Social background and ethnicity (p. 194)
• 10.6 Summary (p. 196)
• 11 Learning and life course (p. 197)
• 11.1 Lifespan psychology (p. 197)
• 11.2 Children want to capture their world (p. 199)
• 11.3 Young people want to construct their identities (p. 201)
• 11.4 Adults pursue their life goals (p. 205)
• 11.5 Mature adults seek meaning and harmony (p. 210)
• 11.6 Learning through the life ages (p. 211)
• 11.7 Summary (p. 213)
• 12 Learning in different learning spaces (p. 214)
• 12.1 Learning spaces (p. 214)
• 12.2 Everyday learning (p. 215)
• 12.3 School learning and educational learning (p. 216)
• 12.4 Learning in working life (p. 221)
• 12.5 Net-based learning (p. 227)
• 12.6 Leisure time interests and grassroots activity (p. 229)
• 12.7 Transversal learning and alternating education (p. 230)
• 12.8 Summary (p. 232)
• 13 Learning, education and society (p. 234)
• 13.1 Four misunderstandings about learning and education (p. 234)
• 13.2 Participation in organised learning (p. 238)
• 13.3 Learning and curriculum (p. 241)
• 13.4 Learning content and forms of activity (p. 243)
• 13.5 Learning, direction and participation (p. 245)
• 13.6 Content, direction, forms of knowledge and patterns of work (p. 247)
• 13.7 Learning and current educational policy (p. 249)
• 13.8 Summary (p. 252)
• 14 Overview (p. 253)
• 14.1 Summary of the learning theory developed (p. 253)
• 14.2 Positions in the tension field of learning (p. 256)
• 14.3 Conclusion and perspective (p. 260)
• References (p. 262)
• Index (p. 281)