Learning is an extremely complex process, its essence being the acquisition of new knowledge, abilities or skills. For the process to be truly learning the mark left on the student cannot be fleeting, it must prevail in time and contribute to the solution of concrete problems as well, even different ones from the kind that triggered the development of knowledge, abilities or skills.
Learning is both a process and a product; the latter is the definite evidence that the process took place. The mind of the student doesn’t work like a copier which copies mechanically, immediately and almost with the exact result, the aspects of the objective reality.
The individuals when faced with his/her environment, with the objective reality, doesn’t merely copy but also change the reality, they build something of their own with the information the reality provides. If the transmission of the essence of reality is done wrongly or the student isn’t interested or invested only fragile and short-term learning will occur.
Additionally, the student’s interest on the topic to be learnt has an enormous impact on the learning process.
We can make a distinction between logical and psychological meaning; regardless of how relevant the content is, it’s necessary for the student to work, build upon it, and at the same time, he/she should allocate a degree of subjective meaning so that it may become meaningful learning. A real understanding, an acquisition of the content must take place.
Learning can be thought of as the product or result of a social interaction, which is why it’s inherently a social process, both in its contents and the way that brings the learning about. People learn from others and with others; thus developing a practical and pensive intelligence, building and taking in new knowledge or mental pictures throughout their lives.
This is why knowledge can be thought of as a product and a result of education and not only as a requirement for learning: education will become, then, the leitmotif for the development.