ABSTRACT
What is the point of activity arising from tasks? Does it constitute ‘learning’? Presumably learners are expected to have learned something, though some authors argue that learning cannot be observed: while teaching takes place in time and can be observed, learning takes place over time as a process of maturation. Some argue that learning is what we do when we are asleep, as the brain sorts out the sense impressions of the day, linking some things into past experiences, and leaving others in relative isolation, which is almost tantamount to forgetting. Activity itself is activity: if there are changes in how actions are perceived, if connections and links are made, then perhaps learning has been facilitated. Since the aim of activity is to enable the growth of understanding, this chapter focuses on knowing, understanding, and obstacles to understanding.
