{'fraction_non_alphanumeric': 0.016753926701570682, 'fraction_numerical': 0.0, 'mean_word_length': 5.050632911392405, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Creating a New Vision of Learning Learning for Able, Gifted and Talented Pupils: What Issues Should Lie at of Educational Decisions?

Any discussion about the nature learning in the future risks indulging in false optimism — seeking to describe Shangri-la. This is not the purpose of this discussion; rather it is to try to identify current knowledge and trends and extrapolate from them what our emerging understanding of education might lead to. We create the future, the decisions that we take now will determine the nature of schooling, educating and learning in the future. The historically dominant paradigm of learning as the product of teaching is being replaced by a recognition that teaching is a necessary, but not sufficient, condition for learning. We will focus on three areas where our understanding of the learning process is developing rapidly: the scientific basis of learning learning as a social relationship intelligence and learning.