Abstract

In this chapter the dimensions and processes of learning are examined together with the supporting neuroscientific evidence base. Learning is seen as a seamless relationship between mind body and the social environment. Particular focus is given to the concept of transformative learning, reflection and the role of emotion as steerage for this. The author draws on physiology and sociology to discuss the different ways of learning across gender, lifespan development and birth cohorts. The contributions to learning of perception, context and culture are explored. A critique of the feasibility of reflection as a learning tool is balanced against the strengths of propositional knowledge. A number of tools for transformative learning are proposed.