ABSTRACT
This chapter offers a detailed overview of the various scientific positions that developed in the last hundred years. It points to three results of learning processes as the pedagogical consequence of his line of thought: Learning requires meaning, learning generates meaning, and learning is also the foundation of health and constitutes individuality. For a long time, learning was not discussed as an independent concept in educational science, formative educational sciences, and pedagogy, but theoretic models were transferred over from learning psychology, since learning fell within this academic discipline's competency. On the basis of phenomenological body experiences, Kathe Meyer-Drawe developed a learning concept within educational science that builds on the concept of experience by Gunter Buck, connecting the body phenomenology of Merleau-Ponty with Buck's own approach to learning that is in turn based on Husserl. She focuses on the part of learning that enables education as a transformation of previously held worldviews.
