There are many definitions of learning. In general, it can be said to be a lifelong process in which an individual acquires specific knowledge, skills, attitudes, values, etc. It is strongly linked to the cultural climate and each individual's intellect. Průcha stresses that we should also include other biotic actors (Průcha states that the dog can learn different commands), not only humans, in considering learning.

This does not mean that one cannot learn on one's own or that there is only one right way to learn. Even the teacher above doesn't have to be the only help in the learning process - if we go to the gym, we'll likely choose a trainer. If we go to a driving school, we'll select an instructor, and if we're not clear about the content of yesterday's lecture, we can use a classmate. These are just some examples of who we can learn with. Of course, there is the possibility of learning alone. Then, we are talking about self-directed or self-determined learning.

Learning can be divided into formal, not-formal, and informal , with specific models of student-teacher interaction and different learning modalities. Other motivational elements, such as, for example, environmental influences, come into play.

One of the earliest psychological theories of learning is operant conditioning, which is associated with Burrhus Skinner, who, in the 1980s, explored the possibilities of managing the educational process using rewards and punishments. This process takes place in three stages: first, there is the stimulus or situation to which the learner is exposed. Second, their reaction and behaviour to it. Thirdly, reinforcement is a form of feedback which can be positive, negative or even associated with punishment. The teacher puts learners in situations where they behave a certain way and gives them feedback on their behaviour.

However, this model is intensely mechanical. It does not focus much on research on the pupil's behaviour and only emphasizes outcomes. Jerome Bruner stresses that learning is an active process in which the learner derives the principles and rules of phenomena. Learning cannot be inserted into the pupil from the outside, but the pupil is the one who learns. This leads to the promotion of heuristic teaching and activation methods. Bruner points out that during learning, there is both the acquisition of specific information and its transformation for the needs of the learner and his situation and the verification of the appropriateness of this active transformation. Bruner works with the existence of three modes that develop during learning. The action modus is associated with movement and self-activity, the iconic works with images and imagery, and the symbolic works with the ability to use imagery representations through symbols. While there is increasing complexity and difficulty along these lines, this does not mean that any of them are unimportant or that one modus becomes more prevalent with age.

Learning itself is also linked to the characteristics of the learner. One of the critical parameters is affective factors, i.e. how we feel during learning. We cannot adequately learn if we experience hunger, fatigue or too much stress. Stress are also manifested, for example, in testing, when excessive anxiety prevents the student from giving an adequate performance. Traditionally, it also emphasises the different conceptions of learning between introverts (requiring calm and focused work) and extroverts, aiming for active learning.

Other factors such as memory, intellectual ability, age and motivation influence the educational process. The learner's social background (see the broken windows theory) is also critical in the educational process.

Recently, learning styles theory has become popular. We don't want to get into a debate here about whether or not they have merit, but the truth is that each of us learns a little differently and uses certain learning styles better and more effectively than others. The following seven styles are usually discussed:

• Visual - the pupil prefers pictures or spatial arrangement of objects. Various diagrams, pictures, mind maps, and films are suitable learning tools.
• Auditory - the pupil prefers auditory perception. This learning style is still dominant in today's schools and is characterised by lectures, discussions, etc. To support learning in this area, we recommend, for example, podcasts. Learning with music as a backdrop is also essential, which is quite an exciting tool for better remembering what we are trying to learn.
• Linguistic - focuses on words and sentences. The ideal material is scripts, books, lecture notes or podcasts.
• Kinesthetic - the style is linked to the fact that we learn best when doing something physical. This could be walking, going around a table, gesturing, etc. It is the combination of movement and some form of consumption of educational content that leads to learning.
• Logical (mathematical) - is associated with the need to understand logically the links and connections between information. You learn best by concluding from certain premises and logically structuring and deriving your knowledge. Various diagrams can help a lot, and charts, tables, etc.
• Social - learner learns quickly and well with others, enjoys asking questions, explaining things to them, and collaborating on projects.
• Solitary - prefers an individual approach and working at one's own pace according to current needs and interests.

When you look at a list like this, you might wonder why you need to be told there are specific learning styles in this course. We believe it is for at least two reasons. We have one or two styles that we usually strongly prefer over others. Identifying them helps us in choosing an appropriate learning method. For example, if I know I'm an auditory type, I'll learn from recorded lectures or listen to podcasts. In contrast, the logical learning style is entirely alien for precisely this - it needs to write down individual pieces of knowledge calmly and put them into context, looking for meaning and structure.

In general, it cannot be said that one style is better than the other. Some believe that their preference is genetically determined, others lean towards culture, first good experience or habit. The traditional school greatly protects the auditory and linguistic learning styles and relegates the others to the background. Probably the worst is the kinesthetic style, which requires movement to learn, which is not usual in a typical school environment (walking, expressive gesturing, stepping, etc.). These elements are partly used in alternative teaching methods, such as Hejné's mathematics.

From a psychology perspective, teaching methods can be well combined. Many of the creative techniques, memory tricks and other tips that allow you to combine visual and linguistic learning styles, for example, with the help of a mind map, are based on this approach. If you can find a good mix that is right for you, you can count on your learning to be more effective, faster and better. But at the same time, keep in mind that to learn is to learn, and some simple tricks and techniques for doing something better and more enjoyable in five minutes don't work. But don't be afraid to search, try and experiment. Success will most likely come.

In general, creative thinking is associated with the ability to find unconventional or unexpected solutions. You can assemble things that make sense but no one else would think of. This originality can be hard to find in learning methods such as drill or rote memorisation, even though these can be important and useful. But suppose we can look for ways to use our cognitive styles together. In that case, learning can lead to finding deep and exciting connections worthy of attention.

Learning styles are not the only determinant of learning and creativity; they play an essential role. Relearning a style is usually not advisable because another is better or more practical. Each of the styles has its advantages and limitations that can be put to good use.

Students sometimes complain that they don't enjoy a particular course or subject. Often, however, it is not the subject at all but the prevailing learning style in that subject (for example, in physics and mathematics, logical). Quite often (though not always), it can help transform the subject matter into a different learning style, at least for their purposes. In physics, for example, one can work very well with visualisations, which can be used to derive or calculate a lot. Don't believe it? Try watching the film Einstein's Big Idea, and you might get a better understanding.