The term"learning"has long been a focal point in the fields of education and psychology.Despite dec-ades of accumulated research spanning nearly a century,the academic community has struggled to provide a unified answer to the question,"What is learning?"This study delves into the depth of the implications of learning from both the conceptual and procedural perspectives,attempting to articulate the researcher's understanding of the con-cept of"learning."The study posits that the conceptualization of"learning"should be based on four principles:Firstly,The biological foundation of an organism is the starting point of learning;Secondly,Learning involves changes in the organism;Thirdly,Interaction is the mechanism of learning;Fourthly,Learning is a process rather than an outcome.Grounded in these principles,the study conceptualizes learning as a complex and dynamic life process,encompassing multilevel interactions between the individual and its biological foundation,internal proces-ses within the individual,and interactions between the individual and the environment.This definition reflects the comprehensiveness of learning,transcending the mere acquisition of information or skill development,with a greater emphasis on how learning shapes and influences an individual's cognition,emotions and behavior.Not only does this contribute to a deeper understanding of learning but it also provides a more comprehensive and multidimension-al framework for future research in the field of learning.
study conceptlearning processmulti-level interactionlife process
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