A Conceptual Framework of Principles of Learning

There are many ways by which the general process of learning might be modeled or described. The ultimate value of any particular model is its accuracy, utility, and range of convenience in anticipating, predicting, and explaining learning in a variety of contexts. What follows is a description of 14 principles of learning: seven of which provide its primary structure, and seven of which describe its inner mechanism. The seven structural principles of learning are (a) potential, (b) target, (c) change, (d) practice, (e) context, (f) engagement, and (g) agency. The remaining seven, certainly no less significant than those already mentioned—and perhaps even more so in regards to the degree to which they determine whether or not learning will be successful—are (a) repetition, (b) time, (c) step size, (d) sequence, (e) contrast, (f) significance, and (g) feedback. Together these fourteen principles, by way of the manner in which they are articulated and the contextual relations into which they are set, constitute a conceptual framework of the complete process of human learning.

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