We should never stop the pursuit of learning. As a PhD student working in learning technologies and as a mentor for youth, I’ve come to see how powerful continuous learning is in helping people create a fulfilling path in life. To me, learning isn’t just about picking up facts; it’s about building a mindset that asks questions, digs deeper, and figures out the “why” behind every decision and belief. I want my students, mentees, and peers to ask “why” and not just let life roll out without purpose. When we take an active approach to learning, we create the chance to shape our lives more intentionally.
In this article, I’m sharing why learning matters, why so many people avoid it, and how to break down the barriers that keep us from seeking knowledge. As a man of faith, I will also weave in biblical insights as part of this discussion—not as an attempt to convert or impose religious beliefs, but as a reference alongside other scholarly works. Just as we look to Gagné’s ideas on effective instruction and Dweck’s research on mindsets, biblical teachings can offer valuable perspectives on the pursuit of knowledge and growth. By embracing learning as a core approach to life, we can align our decisions with our values, creating a more meaningful and purposeful path forward.
What is Learning? Definitions, Perspectives, and Biblical Insights
Learning is more than just taking in information. Experts in psychology, education, and ancient texts have different takes on what it really means to learn. Here are some key perspectives that illustrate how learning is both a cognitive journey and a tool for personal and spiritual growth.
Learning as Transformation
Educational psychologist Robert M. Gagné sees learning as more than memorization or short-term knowledge; it’s about changing behavior and thought patterns in lasting ways. Gagné’s definition points out that real learning is transformative—it’s about something meaningful sticking with us and shaping how we act and think in life (Gagné, 1985).
Learning from Observing Others
Albert Bandura, known for his work in social cognitive theory, emphasizes how much we learn just by watching the people around us. Bandura’s research showed that we pick up on habits, ideas, and even confidence by observing others. This social aspect of learning shows that it’s not just what we do but also what we see in others that can shape our lives (Bandura, 1997).
Learning by Doing
David Kolb’s theory of “experiential learning” explains that real learning happens when we get hands-on. According to Kolb, we learn in a cycle: we do something, think about it, understand it better, and then apply it again in a more meaningful way. This cycle helps us see that learning isn’t about one-time facts but about actively engaging with the world to keep improving (Kolb, 1984).
Learning from a Biblical Perspective
The Bible connects learning with wisdom and moral growth. Proverbs 1:7, for instance, says, “The fear of the Lord is the beginning of knowledge, but fools despise wisdom and instruction.” This verse links learning with respect, encouraging a mindset open to growth and humility.
Romans 12:2 also highlights the transformative power of learning by urging believers to “renew your mind” rather than simply following the crowd. This perspective reinforces that learning can be about aligning your thoughts and actions with something bigger than yourself.
Why Learning Matters: A Foundation for Growth and Purpose
Learning is a powerful force for personal growth, resilience, and the ability to handle new challenges. Gagné’s instructional model shows that structured learning—when we focus and engage—helps us develop skills that last (Gagné, 1985). But even outside of structured settings, self-directed learning (the kind you do on your own) gives you control over your growth. This type of learning is about building yourself up not just for knowledge but to live a more purposeful life.
When we approach learning with intention, we strengthen our skills, gain insight, and become more adaptable. That intentional focus turns learning into a tool for a fulfilling, well-rounded life.
Why Do We Resist Learning? Common Roadblocks
If learning is so beneficial, why do we often find it easy to avoid? Here are a few key reasons:
Comfort Zone Thinking: People naturally like the familiar, but sometimes that comfort zone keeps us stuck. The “Dunning-Kruger effect” shows that people with limited knowledge sometimes think they know more than they do, which stops them from pushing further (Kruger & Dunning, 1999). This complacency can make it hard to embrace real learning.
Information Overload: With the constant flow of information today, our brains can get overloaded. Psychologist John Sweller’s “cognitive load” theory points out that our brains can only process so much at once before it all becomes too much (Sweller, 1988). This overwhelm often makes learning feel like a chore instead of an exciting challenge.
Instant Gratification Culture: Today’s world often pushes us to look for quick solutions, and Barry Schwartz’s “paradox of choice” shows that when we have too many options, we tend to pick the easiest path. But meaningful learning usually requires patience, focus, and digging deeper (Schwartz, 2004).
Fixed Mindset: Carol Dweck’s research shows that our beliefs about learning shape our willingness to try. With a “fixed mindset,” people think abilities are set in stone, which can keep them from trying new things or tackling difficult concepts. But with a “growth mindset,” we see every challenge as an opportunity to learn (Dweck, 2006). Embracing a growth mindset makes learning feel less intimidating and more about growth.
Making Learning Easier and More Enjoyable
Here are some tips for making learning a regular and more rewarding part of your life:
Get Self-Aware: Recognize where you could learn more. Gagné suggests using feedback to focus on areas for growth, which keeps you open to learning new things (Gagné, 1985).
Find Your Motivation: Deci and Ryan’s research shows we stay more engaged when learning is connected to personal goals (Deci & Ryan, 2000). When you see how a skill or concept aligns with your interests or aspirations, learning becomes much more engaging.
Break It Down: Sweller’s “cognitive load” theory encourages tackling topics bit by bit to keep it manageable (Sweller, 1988). Start with small goals, like 10 minutes a day, and build from there.
Shift to a Growth Mindset: Dweck’s research on mindset suggests that when you believe you can improve, you’re more likely to keep learning (Dweck, 2006). A growth mindset sees challenges as learning opportunities instead of barriers.
Leverage Technology: Adaptive learning platforms powered by AI are transforming how we learn. A systematic review by Kabudi, Pappas, and Olsen (2021) highlights how these systems personalize learning, making it more interactive and effective by tailoring content to individual needs.
Breaking the Mold: Learning, Growing, and Thriving Against the Odds
When I was a child, I was diagnosed with dyslexia and a speech impediment that included stammering and stuttering. These diagnoses weren’t just labels—they were daily challenges that shaped how others perceived me and how I viewed myself. Many people around me assumed I wasn’t intelligent because I struggled to read and express myself fluently. It didn’t help that I was known as a “hard-working athlete,” which made it easier for people to box me into a stereotype. While I was a pretty good athlete, there was so much more to me—things that others rarely saw or understood.
In private, I explored the world with relentless curiosity. I was drawn to music, experimenting with sounds and rhythms that spoke to me in ways words sometimes couldn’t. I tinkered with science projects and mechanical gadgets, fascinated by how things worked. While other kids might have seen these interests as weird, for me, they were escapes—spaces where I could freely learn, create, and thrive.
Learning My Way: Becoming an Autodidact
Traditional education didn’t always work for me. Reading was a struggle, and standing in front of the class to speak felt like a minefield. But I knew that learning mattered, and I wasn’t about to let my challenges define my potential. Instead, I became what some might call an autodidact—a self-taught learner. My drive to learn was fueled by necessity, curiosity, and the desire to prove, if only to myself, that I could rise above the limitations others saw in me.
This approach to learning forced me to think outside the norm. While traditional methods might have worked for some, I found my own strategies to cope and improve. I’d break down complex tasks into manageable steps, create visual aids to help me process information, and practice speaking in front of a mirror until I could articulate my thoughts with confidence. Every day was an opportunity to get better, to learn something new, and to take one more step toward overcoming the barriers in my path.
The Stigma and the Stereotypes
Despite my efforts, the stigma followed me. Being good at sports and hardworking didn’t exactly challenge the assumptions people made about me. To some, I was just the “jock” who put in the effort to make up for a lack of natural intelligence. They didn’t see the hours I spent teaching myself how to understand the concepts I couldn’t grasp in class. They didn’t see the experiments I conducted in my room or the journal entries where I recorded my thoughts, struggles, and breakthroughs.
It wasn’t just about proving others wrong; it was about proving to myself that I had the capacity to learn, create, and excel in ways that were uniquely mine.
Thinking Beyond the Norm
One of the unexpected gifts of my journey was learning to see the world differently. Dyslexia and stuttering may have made traditional learning difficult, but they also forced me to approach problems in unconventional ways. My need to adapt taught me resilience and creativity. When faced with a challenge, I didn’t just look for the obvious solution; I explored multiple perspectives, tested ideas, and trusted my intuition. This ability to think outside the box became one of my greatest strengths, shaping how I navigated life, learning, and relationships.
Finding Strength in Difference
What I once saw as weaknesses have become my strengths. Dyslexia taught me patience and persistence. Stammering taught me empathy for those who struggle. Being labeled “different” taught me the value of authenticity and the importance of standing firm in who I am. These experiences didn’t just teach me how to cope—they taught me how to grow, how to innovate, and how to thrive.
I don’t see myself as a product of my challenges but as someone shaped by them. Learning to embrace my unique way of understanding the world has been a lifelong journey, and every step has been worth it. Today, I continue to learn and grow, not because I need to prove anything to anyone, but because curiosity and growth are core to who I am.
For anyone facing similar struggles, I hope my story serves as a reminder: the way you learn and grow may not look like anyone else’s, and that’s okay. What matters is your drive to keep going, to keep learning, and to keep discovering all that you’re capable of. You are not defined by how others see you—you are defined by how you choose to see yourself and the potential you unleash every single day.
Conclusion: Learning as a Lifelong Adventure
For me, learning is more than something I have to do—it’s something I get to do. Every time I learn something new, it makes me a better decision-maker, a better mentor, and a more grounded person. I believe that staying curious and open to new ideas gives us the tools to grow, adapt, and build a life with meaning.
Learning doesn’t have to be a chore. When you make it a habit to ask “why,” explore the unknown, and embrace challenges, it becomes a rewarding journey. It doesn’t just help us navigate life; it enriches it, adding depth to our choices and purpose to our actions. Keep questioning, exploring, and learning—you never know what you’ll discover next!
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart, and Winston.
Kabudi, T., Pappas, I., & Olsen, D. H. (2021). AI-enabled adaptive learning systems: A systematic mapping of the literature. Computers and Education: Artificial Intelligence, 2, 100017. https://doi.org/10.1016/j.caeai.2021.100017.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.
Schwartz, B. (2004). The paradox of choice: Why more is less. Harper Perennial.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
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