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Learning is the acquisition and development of memories and behaviors, including skills, knowledge, understanding, values, and wisdom. It is the goal of education, and the product of experience.

Contents 1 Physiology of learning 2 Learning methods 2.1 Observational learning (learning by example) 3 Approaches to learning 3.1 Informal learning 3.2 Formal learning 3.3 Combined approaches 4 History of learning 5 See also 6 External links

Thinking can be thought of as a network of neurons firing in a very specific pattern. As neurons are used, they become thicker and more permanent. It follows then, that the stronger the stimulation, and the more common the stimulation, the more likely the stimulus is to be remembered. More so, memory comes easier when multiple parts of the brain (such as hearing, seeing, smelling, motor skills, touch sense, and logical thinking lobes; informal names given) are stimulated.

Main article: Observational learning

The most basic learning process is imitation, one's personal repetition of an observed process, such as a smile. Thus an imitation will take one's time (attention to the details), space (a location for learning), skills (or practice), and other resources (for example, a protected area). Through copying, most infants learn how to hunt (i.e., direct one's attention), feed and perform most basic tasks necessary for survival.

Example can be a motivation for learning. Imitation of a role model is a natural mechanism for infants and children, when learning from experience. Child's play is another method for learning by the example of other children, who naturally gain satisfaction by playing the role of teacher or mentor to a less-experienced child.

The sandbox (sandpit) in a playground is an example of a location where children can learn by experience. It is instructive to watch smaller children on a merry-go-round, for example, who naturally push it more slowly than the larger, older, more experienced ones. In order for a little one to get on the merry-go-round, they might simply grab a bar and drag their feet in the sand, while holding on. This slows down the rotation, which allows the little one to climb on, under the oversight of a supervisor, to ensure their physical safety.

Learning "how to learn" is a skill, which can be taught to others, by example.

Main article: Informal learning

Informal learning is learning things in our day-to-day situations (if we don't look in front of us while walking, we learn that we run into things and that might be dangerous). It's what daily life practices teach us. It is learning from life, during a meal at table with parents, Play (activity), exploring...

Main article: Education

Formal learning is learning that takes place within a teacher-student relationship, such as in a school system.

Non-formal learning is organised learning outside the formal learning system. For example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in (international) youth organisations, workshops.

The European Union is actively promoting European Citizenship and offering several programs that enable its citizens to meet other citizens from other countries and cultures for non-formal learning sessions.

Typically funding is offered to projects where groups, youth groups with a similar interest develop a joint workshop so that their members may be able to meet each other, exchange viewpoints during non-formal learning sessions and informal learning during a meal, for example. International instruments concerning non-formal education

An overview of legal aspects of promoting and recognising training activities taking place outside of formal education systems in the EU and worldwide. http://www.logos-net.net/ilo/150_base/en/topic_i/t15_l.htm [EN]

Links to key documents and legislation concerning non-formal education. Website of the European Commission.

http://europa.eu.int/comm/education/doc/official/index_en.html [EN]

Want to know how youth organisations contribute to non-formal education, or to find information about the recognition of non-formal education in Europe? On this site you will find the studies and reports carried out by this Forum. http://www.youthforum.org/en/our_work/citizenship2.html [EN][FR]

The educational system may use a combination of formal, informal, and non-formal learning methods. The UN and EU recognise these different forms of learning (cf. links below). In some schools students can get points that count in the formal-learning systems if they get work done in informal-learning circuits. They may be given time to assist international youth workshops and training courses, on the condition they prepare, contribute, share and can proof this offered valuable new insights, helped to acquire new skills, a place to get experience in organising, teaching, etc.

In order to learn a skill, such as solving a Rubik's cube quickly, several factors come into play at once:

• Directions help one learn the patterns of solving a Rubik's cube
• Practicing the moves repeatedly and for extended time helps with "muscle memory" and therefore speed
• Thinking critically about moves helps find shortcuts, which in turn helps to speed up future attempts.
• The Rubik's cube's six colors help anchor solving it within the head.
• Occasionally revisiting the cube helps prevent loss of skill

The history of the development of what is known about learning is the history of education. The history of what man has learned, is history itself.

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• Life Learning International magazine about self-directed learning, unschooling and informal learning
• Nurturing Children's Natural Love of Learning - Article by Jan Hunt
• Learning Inquiry: an academic journal centered on learning
• Articles about Natural Learning from Natural Life magazine
• Learning Through World Travel & Cultures -- The travel and learning adventures of the Escampette family as they use the world as a classroom, exploring cultures and visiting humanitarian projects.
• Learning With Laptop Computers - Articles on educators using technology in the classroom
• Interview with James Zull, Ph.D.