ABSTRACT
This chapter examines the distinction between what are often referred to as the quantitative and qualitative aspects of learning in terms of the processes by which students learn in the arts and the sciences. Learning involves understanding, and also caring. C. Holloway provides a useful framework for a discussion of the process of learning. Any learning situation involves an interaction of three factors: a task to be accomplished, a method of learning it, and a learner. Holloway suggests that the model of learning the teacher operates on will be reflected in the interaction of these three factors. Learning in the sciences and technology is often seen to be more fact dominated than learning in the arts. It might be easy to assume that science students operate on a ‘passive’ model of learning and arts and social science students on an ‘active’ model.
