ABSTRACT
The meaning of ‘learning’ in its everyday use has been practically lost sight of in various theoretical psychological contexts. On the one hand, it has been pre-empted by academic psychology to denote various mystical phenomena which are never met with in ongoing life and, very dubiously if at all, met with, as it is claimed, in a laboratory setting. On the other hand, the spirit in contemporary clinical thinking, predominantly influenced by Freudian thinking, attends to id psychology whereas ‘learning’ refers basically to the realm of the ego.
