Learning How To Learn by Joseph Novak
Summary
Novak and Gowin’s 1984 book Learning How to Learn presents a framework for understanding how knowledge is constructed, not merely discovered. The authors emphasise meaningful learning, where new information becomes integrated into a learner’s existing conceptual framework. Central to their approach are concept maps and Gowin’s Vee heuristic, tools designed to help learners connect what they already know with what they seek to understand.
The book combines psychology, philosophy of education, and practical teaching strategies, offering both theory and method.
Key Insights
Knowledge is constructed, not discovered. Learning involves actively making meaning, not passively receiving facts.
Concepts and propositions. A concept is a labelled regularity in objects or events. A proposition links two or more concepts in a semantic unit (e.g., “The sky is blue”).
Meaningful learning. New knowledge must be anchored to prior concepts; rote memorisation fails to create lasting understanding.
Memory. Following G. Miller (1956), we can hold roughly seven “chunks” of information at once; familiar words are easier to retain.
Intrinsic motivation. True learning is emotionally rewarding; extrinsic motivators like grades are less effective.
Focus question method. Inquiry begins with a carefully framed question. Data (records) are observed, transformed into representations, and finally used to make a claim.
Principles. Learning involves recognising significant relationships between concepts.
Conceptual vs. methodological. The Vee diagram helps learners distinguish between what they bring to a problem (concepts, theories, principles) and what they do with the problem (records, transformations, claims).
Strengths
Provides clear conceptual tools (concept maps, Vee heuristic) that are applicable across disciplines.
Grounded in cognitive psychology (chunking, memory limits) and linked to philosophical traditions (Socratic questioning).
Stresses the role of prior knowledge, still regarded as the single most critical factor in learning.
Balances theory and method, showing how learners can move from abstract ideas to concrete claims.
Weaknesses
The Vee heuristic, though powerful, is abstract and demanding, making it less accessible for younger or novice learners.
Some sections feel overly formalised, especially when compared to simpler tools like mind maps, which gained broader adoption.
The book reflects its 1970s/80s context, so some cognitive psychology references are dated, even if the principles remain sound.
Reflections
I was struck by the distinction between claims and conclusions: a claim is tentative, rooted in data and transformation, rather than a final pronouncement. This subtle shift encourages intellectual humility. The emphasis on intrinsic motivation also resonates — the best learning I’ve experienced was accompanied by a sense of emotional satisfaction.
The Vee diagram, in particular, caught my attention. Though not as mainstream as mind maps, it forces a more disciplined awareness of the conceptual and methodological dimensions of inquiry. Used carefully, it could be a powerful tool in philosophy as well as science.
Conclusion
Learning How to Learn is a foundational text in educational theory, offering durable insights into how knowledge is structured and acquired. While some of its tools may feel demanding, its central message remains timeless: the most important factor in learning is what the learner already knows. For anyone serious about teaching, self-directed learning, or philosophical inquiry, Novak and Gowin’s work remains a valuable companion.
Book Details
Title: Learning How To Learn
Author: Joseph Novak
Publication Year: 1984
Genre: Education
Reference: Skylark 6. p. 47
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