People Who Are Unused to Learning, Learn Little, and That Slowly, While Those More Accustomed Do Much More and Do It More Easily

To review and evaluate the above quote, one must break down and define it so as to better comprehend what the philosopher is trying to convey.

Learning is acquiring new or modifying existing knowledge, behaviours, skills, values, or preferences and may involve synthesizing different types of information.[1]

Michael (2003) describes the term learning as an expansive concept, having various connotations; a complex and multifaceted progression of thoughts, based on the mentality of a mind and the way in which it gains new knowledge. It occurs on the foundation of existing knowledge and skills. When old knowledge becomes outdated and redundant, acquiring of new knowledge will take place. However what knowledge is and how processes of knowledge are learnt can differ.

It basically is the transformation of existing behaviour. It can be characterized as a change in behaviour due to experience. The way one acts and reacts in different situations is influenced largely by previous experience. Once behaviour has been modified due to experience, the "learning" process has taken course (Luker, 2009). However there needs to be some form of justification in this form of learning. This form of learning can be influenced by the type person, as one may naturally be an observer and so it's only nature that something is discovered (Harding, 1998).

Cognitive development is a field of study in neuroscience and psychology focusing on a child's development in terms of information processing, conceptual resources, perceptual skill, language learning, and other aspects of brain development and cognitive psychology. [3]

Cognitive development is the development of a child's brain which happens in four stages. The first stage is the sensorimotor stage, where the direct environment is discovered through their natural senses, for example crawling on the floor, placing toys in the mouth, reacting to sounds such as clinking of keys. The second is stage preoperational development where language develops and the ability to recognise and distinguish pictures and symbols in their surroundings for example naming objects around them such as the telephone or a chair. The third stage is operational (stage) where a child begins to use intuition to coincide with their own logic for example, solving a puzzle. The final stage is the formal operational (stage), where development of a more complex and sophisticated thought process takes place, using it for individual means. For example, essay writing (Pass, 2004).

Lev Vgotsky, a student of literature, law and cultural studies, based the theory of cognitive development around the studies of children and how they learnt. He believed that a child's learning was influenced directly through collective associations between themselves and the adults around them (Olson, 1995). Mandler (2000) defines cognitive development as a child's progression of thought processes to familiarise and assemblage objects, people, places and things.

Metacognition is defined as "cognition about cognition", or "knowing about knowing". It can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem solving. [5]

It is a person's ability and knowledge, which allows them to solve a problem or to learn something new because of an understanding of your problem solving process, as, described by Woolfolk and Margetts (2010) simply as "... cognition about cognition - or knowledge about knowing and learning". This knowledge gives a person the ability to examine and regulate processes such as problem solving (Metcalf & Shimamura, 1994). Flavell (1987) argued that metacognition consists of both metacognitive knowledge and metacognitive experiences. This argument states that the strategy a person will use in problem solving tasks is the outcome of past experiences and learnt skills. This then suggests that the strategy is unique to the individual not shared by the population.

Lateral thinking is solving problems through an indirect and creative approach, using reasoning that is not immediately obvious and involving ideas that may not be obtainable by using only traditional step-by-step logic [4].

The purpose of lateral thinking is that varying perspectives are needed to successfully solve a puzzle or mystery (TIP Theories). This is the fundamental meaning of Lateral thinking in a primary sense. It is the looking at a problem from a different angle, where the obvious isn't working, in order to achieve an answer. Lateral thinking is the idea that in order to solve a problem involves more than just facing it head on. It needs to be thought of an alternative solutions need to be considered, for example, thinking outside the box, metaphorically speaking. Lateral thinking involves a mindset outside of what the obvious is; it involves looking at 'the larger picture'. It aims at "freeing the mind from the imprisonment caused by already established concepts and patterns" (Waks, 1997).

Constructivism is a theory of knowledge which argues that humans generate knowledge and meaning from their experiences [4].

Constructivism is a theory of knowledge which ideas are directly in correlation with a range of life experiences that generate knowledge. As one becomes familiar and aware of certain aspects of a concept, the mind's boundaries are widened and new ideas are stimulated. This is due to comprehension and interpreted of the world and therefore, one learns from these experiences (Steffe, 2000).

According to Piaget (1950), constructivism has two means of representation, both embodied by dissimilar thought models: accommodation, whereby learning takes place through failure and assimilation, using what one already knows and applying it.

Jardine (2006) emphasises that constructivism is the science of behaviour to aim to explain how humans develop knowledge, and more importantly, how humans develop from a lower level to a higher level of knowledge.

Critical reflecting is the changing of assumptions and beliefs and consciously making and implementing plans that bring about new ways of defining one's world. [6]

Mezirow (1990) defines critical reflection as a critique of the presuppositions on which beliefs have been built. Critical reflection is the after thoughts given on an experience whereby learning can be achieved. Through an action and the resulting success a person can "assessing the grounds of one's beliefs". Through the reflective assessment of the action a person can learn and adapt to solving similar problems in a more effective way. It is a particular type of learning