ABSTRACT
This chapter starts by stating that the content of learning must be understood far more broadly than the usual pedagogical idea of knowledge, skills and attitudes. On the basis of such a broader concept of content, the chapter examines a number of more recent, different learning researchers and learning theories, which in their different ways relate to such a broader learning perspective. The chapter concludes with two sections, of which the first deals with reflection and metalearning, respectively, as two key concepts in an up-to-date understanding of the content dimension of learning, and the second with reflexivity and biographicity as two key concepts when it comes to the increasingly urgent aspect of learning that has the learner’s own self and self-understanding as its content.
