This paper examines views of learning under the perspectives of behaviourism, cognitivism, humanism, social interactionism and social constructivism. The ‘heart’ of learning is explored through the lens of emotion (albeit assuming its well-worn association with the physicality of the human body as defined and researched through the scientific paradigm within which the disciplines of anatomy, physiology, biomechanics, skill acquisition and kinesiology are well documented). Spirituality and the ‘soul’, under the guise of ‘life energy’, is proposed as an avenue of further exploration and development in order to loosen the restraint of the positivist grip on education. The aim is to establish the characteristics of these perspectives that may lead to a new paradigmatic lens through which we might explore a developmental model of lifelong learning that goes beyond the limits of traditional mandated policy and practice and thus places the whole person firmly at the centre of the lifelong learning journey. The significance and relevance of this lifelong learning paradigm is placed in the current context of the global coronavirus pandemic. Finally, approaches aimed at applying the principles discussed to school settings are illustrated.

本文从行为主义，认知主义，人本主义，社会互动主义和社会建构主义的角度考察了学习观。学习的“心脏”是通过情感的镜头来探索的（尽管假设它已与人体的身体形成了紧密的联系，并通过科学范式对人体进行了定义和研究，其中包括解剖学，生理学，生物力学，技能获取和运动机能学有据可查）。以“生命能量”为幌子的精神与“灵魂”为了放松对实证主义对教育的控制，提议将其作为进一步探索和发展的途径。目的是要建立这些观点的特征，这可能会导致一个新的范式视角，通过它我们可以探索一种终身学习的发展模式，该模式超越了传统强制性政策和实践的范围，从而将整个人牢牢地置于中心位置终身学习之旅。这种终身学习范式的重要性和相关性被置于当前全球冠状病毒大流行的背景下。最后，说明了旨在将讨论的原理应用于学校环境的方法。