学习的本质：温故知新，不断探索，发现自己不知道的世界

Learning is a highly complex and even paradoxical function that cannot be summarized by a single model. The authors research is situated at the intersection of personal ideological systems, educational contexts, and the constraints imposed by brain characteristics.

Learning is first and foremost a transformation. Problems, initial viewpoints, and habitual reasoning methods undergo changes when individuals learn new knowledge. Understanding new knowledge results in fundamental changes in mental representations. Learners types of questioning are thoroughly reshaped, reference frameworks are extensively reconstructed, the way meaning is produced changes, and the same words may take on new meanings. These mechanisms do not occur immediately but rather require stages of conflict and interference. Everything must go through a process of approximation, negotiation, opposition, decontextualization, connection, disconnection, alternation, emergence, stabilization, regression, and recall, especially recall.

Learners learn through their being and knowing and learn on their own. Others cannot learn for them, but others must be present because learners cannot learn alone. The environment can foster the production of meaning for each individual and induce interference with pre-existing concepts (the importance of context).

Only learners can learn, and learners are the creators of what they learn, rather than mere participants. Learners must use their own tools and refine their own knowledge, and in their immediate environment, they can only find some information that can interact with their concepts. They will only take possession of this information when it has meaning for them and will modify their thinking systems as a result.

Emotion, desire, and latent passion play a strategic role in learning behavior.

Learning is the process of changing pre-existing concepts; more precisely, it is the transition from one explanatory network to another more reasonable network to deal with established contexts.

Realizing ones developmental change is the most reliable and effective way to motivate learners.

All new knowledge is a re-refinement of pre-existing knowledge based on some planning. In learning, we must rely on perception, assumption, self-proclaimed truth, real-time perspectives, and prejudices, while also opposing them.

Knowing how to ask "good" questions is the most important tool in todays era.

Learning has four dimensions: cognitive processing of information, affective intentions and personal involvement, metacognition, and social factors.

Learning is not only about changing a specific type of reasoning, but the transformation of concepts and changes in epistemology occur in parallel. To effect the change, one must frequently revise ones way of "seeing the world," questioning the world, and...