Given that learning appears to be an innate human trait, reason suggests that humans could devise a standard definition of learning. Such is hardly the case. From ancient philosophers debating learning as either experience or reason to modern educators quibbling about whether learning is a process, product, or function, perspectives on learning seem to be as numerous as practitioners of learning.

Theorists, researchers, practitioners, and philosophers may never agree on a single definition of learning. This is because the definition of learning seems to depend on so many dynamically interacting factors that affect the design and implementation of learning programs. For example, the philosophical and theoretical foundation of the institution, the social agenda of the administration or teacher, the philosophical perspective of the practitioner, the needs and capacity of the learner, and contextual factors.

The confusion presented by disparate perspectives on learning offers an opportunity to explore the foundations of modern education practice to understand why some learning programs apply their methods. Considering these methods leads to a principal-based approach to learning that matches the instructional methods with learners and context.

Considering competing perspectives on learning from the classical foundations of Rationalism and Empiricism through the traditional classifications of learning theory can help educators understand the foundations of historical and modern learning practice. Further, expanding perspective beyond adherence to limited theories and practices, practitioners can gain a more complete picture of learning by viewing complex phenomena through multiple perspectives to identify the practices that best apply in a given context.

Instructors face an increasingly dynamic context with a highly diverse student body. The challenge is to overcome the methodological myopia of traditional practice to develop adaptive methods through methodological integration.