ABSTRACT
Kohler's explanation of animal learning, applied to the learning of Thorndike's cats, suggests that whether the learner responds intelligently or otherwise to the learning situation is really a question of whether or not the teacher presents the problem in a way that brings it within the limits of the learner's intelligence. If the teacher is successful in presenting problems in so simple a way that the relations involved are not beyond the learner's powers of mental organisation, then the learner will be able to exhibit direct insight and his behaviour will be recognised as intelligent learning. Where intelligence is not at work, where insight is absent, where the attempt is made to teach by relying on the supposed power of blind meaningless repetition, it is futile to talk of the possibility of "unintelligent learning." In these circumstances, there can be no "unintelligent learning" for the simple reason that there can be no effective learning unless insight plays its proper part.
