ABSTRACT
This chapter builds the pictures of aspects of student being and by asking about the process of learning. It considers how staffs build the students' learning experiences in ways which contribute to the development of the global self. The chapter focuses mostly towards a broadly 'constructivist' learning paradigm, which is currently the most influential in shaping what happens in Western higher education. The key theorists the author brings into the chapter, then, broadly align with the basic tenet of constructivist interpretations of learning that 'knowledge is not mechanically acquired, but actively constructed within the constraints and offerings of the learning environment'. The chapter focuses on theories of learning and on the staffs approaches to teaching. It represents the process of acculturation as meta-schema change akin to perspective transformation, but within which all dimensions of learning is involved. The chapter establishes learning conditions which promote a sense of security, equality, and self-esteem.
