Why We Should Keep Learning and Stop Letting Life Just “Happen”

Crafted with Generative AI, this image portrays a light-skinned African American man in a calm, inviting space that embodies lifelong learning, curiosity, and personal growth.

A Personal Perspective on Learning: Encouraging Purposeful Curiosity

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 barriers that keep people from seeking knowledge. From Gagné’s ideas on effective instruction to Dweck’s research on mindsets, we’ll look at what lifelong learning can really bring to the table. Embracing learning as a core approach to life helps us line up our decisions with our values, creating a more 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:

1. 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.

2. 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.

3. 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).

4. 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:

1. 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).

2. 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.

3. 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.

4. 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.

5. Leverage Technology: Today’s tech offers tools that make learning more interactive. AI-driven platforms give you personalized feedback and step-by-step guidance, making learning more enjoyable (He, Wu, & Li, 2018).

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.

• He, Z., Wu, H., & Li, H. (2018). Adaptive learning systems: A review. Journal of Computer Science & Technology, 33(3), 447–462.

• 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.