ABSTRACT
One of the first topics addressed in a course on learning is the definition of learning. Defining learning is more difficult than might be expected for two reasons. First, students have an intuitive notion of what learning is, and they use the term frequently in its vernacular sense. Therefore, they do not immediately see the need for a technical definition. The second reason is intrinsic to the term itself. Hergenhahn (1982) devoted an entire chapter of his textbook attempting to define the term, and Hilgard and Bower (1975) spent nine pages characterizing and defining learning. Two classroom activities were developed to help students in an upper-division course in learning theories with the task of defining learning.
