Decision Point: How do you make theory come alive? There is something inherently contradictory about articulating a new, lengthy, and abstract theory of ecological learning in language that does not include real life examples from everyday life. The theory of ecological
learning recognized that practice-based learning is ubiquitous and that it starts early in life. Thus, I wanted a metaphor that could join experience to abstraction. One of my early mentors told me that every successful piece of writing has to have a “hook.” By word association, if for no other reason, I have found ﬁshing-to-learn to be a useful metaphor for the ubiquitous process of ecological learning (Baker, 1999).