There is a great variety of evidence about human learning which should be considered when forming a policy about any learning situation. The learner himself, the subject he studies, the institution, teaching methods, and studying techniques are all variables of learning; also, each variable can be viewed from several perspectives: behaviorist, configurationist, psychoanalytical, sociological, and ad hoc empirical. Research studies undertaken from these perspectives often have one observation in common, however: the variability of individuals, from infants being conditioned to respond to a buzzer for milk, through primary age (five to 11 years) and secondary age students who have experienced the influence of their families and societies. In primary (or elementary) education, the variety of social structures, schools, and children's maturational structures and the knowledge, attitudes, and skills which should be developed all need to be considered in a conscious and deliberate learning policy. In secondary education, a perspective which likewise looks from beyond as well as from within the school is necessary, as secondary learning may occur primarily outside the institutional framework. An ideal school would emphasize the development of each learner's sense of achievement and pride in personal growth as he aims towards realistic goals. (LP)