This article begins with an examination of the early building blocks of intelligence and learning through signs and symbols, such as examined by Vygotsky and Freire. Then the inquiry moves into methods of achieving resonance as praxis of learning as expanded on by Freire, and connecting with students by addressing their multiple intelligences as described by Gardner, as well as their level of emotional intelligence as proposed by Goleman. Next is a brief consideration of the role of intention in learning, before moving on to the achievement of educational duration and transformation through principles of andragogy as considered by Knowles and others. Finally, the article wraps up with a contemplation of learning goals toward self-actualization through illumination and the sacrament of teaching, as expounded on by Maslow and Johnson.