In recent years, research into theories of learning has been gaining momentum as a majorly significant academic pursuit, sending ripples of influence over the realm of the social sciences. Bringing together a wide-ranging selection of articles, written by elite of internationally-renowned scholars, this four-volume collection aims to provide an overview of the many theories of learning, from Aristotle to the present day.

Editor David Scott presents a comprehensive exploration of the subject, ranging from theories to models of learning, and from relations with curriculum to resulting themes and issues. The work is carefully organized and structured with reference to Jerome Bruner′s model of learning; particularly in relation to Bruner′s distinction between symbol-processing and socio-cultural views of learning.