ABSTRACT
The model of intelligent learning which was offered in Part I is applicable to all ages. It may usefully be applied to our own learning of any subject for which the appropriate mix includes a substantial component of intelligent learning relative to habit learning. (Reminder: the building up of a collection of useful routines is not the same as habit learning, but a valuable component of intelligent learning.) This description undoubtedly fits the two learning tasks facing most readers—not to mention many mathematics teachers who are not readers!
