Greatness and misery in the teaching of the psychology of learning.
Overshadowed by more popular disciplines, the study of learning seems to have lost its prominent place in the undergraduate psychology curriculum. In the first part of this essay, we argue that one reason for this state of affairs is the current content of psychology of learning courses, namely, its disproportionate emphasis on facts, procedures, and everyday examples at the expense of functional and conceptual investigations. In the second part of the essay, we outline an alternative approach to the teaching of learning, one that emphasizes basic contents such as the conceptualization of learning as a biological adaptation or the study of temporal regulation, critical methodological issues such as the logic of experimental designs or the difficulties of measuring behavior, and broad epistemological problems such as the role of hypothetical constructs, the advantages of quantitative reasoning, or the origins of knowledge and its integration. By using learning as a means towards more fundamental ends, the splendor of the discipline and its prominent place in the undergraduate curriculum may be restored.