ABSTRACT
This book is one of many that attempts to explore the nature of human learning, but it differs from most other publications in that it views the topic from a range of perspectives. Our view is that such a range is necessary and important because human learning is the focus of research in so many disparate disciplines that there is the possibility of researchers in one disci- pline working in isolation from the others. This is particularly likely to be the case where there are significant differences between the disciplines, such as between the sciences and the humanities. Why should this isolation be a problem? One answer, aimed at researchers, is that the fruits of research in one discipline can throw light on problems and issues in another. Another answer, aimed this time at practitioners, is that research questions are rooted in theoretical positions that can inform professional practice. We are not suggesting that practitioners need to be aware of all the research on human learning coming from all the disciplines, but we are suggesting that a knowl- edge of the major themes running through the various disciplines can provide a useful resource base on which to build models of practice. This final chapter brings together the various themes that have emerged previ- ously in this book.
