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For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synymous with a change in the meaning of experience. They develop their theory of the conceptual nature of kwledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do t lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already kws. All those concerned with the improvement of education will find something of interest in Learning How to Learn.