Learning as a phenomenon has been a fascinating discipline, and there are numerous thoughts and theories about what learning is. Learning is an important human activity; it is the core of the educational process, even though, learning occurs outside the school of thought to most people. For years, psychologists and philosophers have sought to understand the nature of learning, and how people can affect another person’s learning through teaching and other identical endeavors. Various theories of learning have been suggested. Some of the various thoughts and theories go as far as Plato (428 – 347 BC) in an effort to attempt to establish theories of knowledge, thought and learning. One problem, and also a great challenge is that there are no theory and thought of learning that is widely accepted in the current environment. However, this is not surprising because a close examination of learning reveals how broad learning is, and these theories differ for various reasons. Learning is a complicated phenomenon that contains numerous aspects, and these aspects include age, culture, gender, type and the subject of knowledge. These aspects are some of the parameters that affect learning outcomes and methods. This article will examine the various theories and perspectives of learning.
Perspectives of learning
There are two perspectives of learning that will be explored in this article, the phenomenological and pedagogy approach to learning (Chien & Chang, 2012).