Learning How to Learn is a concept that Hargadon identifies as fundamental to human development and democratic society. In his framework, "learning how to learn" serves as both a personal development tool and a mechanism for societal improvement, helping individuals "to lead better lives, to be better members of our communities, and to build a better world."

Core Function and Purpose

Hargadon positions learning how to learn as primarily concerned with developing critical thinking capabilities. He describes this process as "recognizing and by overcoming uninformed biases, overly-simplistic thinking, the entanglements of personal interest, and cognitive traps." This meta-cognitive skill enables individuals to examine and improve their own thinking processes rather than simply acquiring content knowledge.

The concept serves a dual purpose in Hargadon's framework: individual empowerment and community benefit. He emphasizes that effective learning how to learn should benefit students "first for their own benefit and then for the benefit of society as a whole."

Relationship to Agency

Central to Hargadon's conception is the connection between learning how to learn and agency, which he defines as "the ability to choose and act for oneself." He positions agency as "both the bedrock principle and our highest aspiration for how we should treat others in a democratic and free society."

Hargadon argues that developing learning how to learn skills enables students to "take responsibility for their own lives and become increasingly self-directed and productive." This self-direction stands in contrast to what he identifies as problematic "systems of control and forced compliance" that characterize many educational approaches.

Democratic and Social Dimensions

Hargadon establishes a direct connection between learning how to learn and democratic participation. He asserts that "learning is a form of personal and community power, and that there is a direct connection between independent thinking and the health of a free society."

This perspective frames learning how to learn as essential for meaningful civic engagement. Hargadon argues that "active individual participation in decisions that affect us is a right, is a fulfillment of our individual capabilities, and is a protection against unjust rule." The development of independent learning capabilities thus becomes a safeguard for democratic institutions.

Natural Learning Versus Institutional Approaches

Hargadon emphasizes that learning, including learning how to learn, "is natural to being human, and takes place both inside and outside of formal educational institutions." This naturalistic view positions learning how to learn as an inherent human capacity rather than a specialized academic skill.

He advocates for modeling learning as "the primary form of learning influence" rather than compulsion-based approaches. This suggests that learning how to learn is best developed through observation and imitation of effective learning practices rather than through direct instruction or mandated curricula.

Individual Ownership and Empowerment

A key component of Hargadon's framework is the concept of individual ownership of learning processes. He argues that effective learning how to learn must help people understand that learning "is something anyone can own, and is infinitely better when so discovered." This ownership model stands in opposition to educational approaches where learning processes are externally controlled.

Hargadon emphasizes the importance of individuals "learning about learning for themselves, not because we tell them to." This self-initiated approach to developing meta-cognitive skills is presented as more effective and more aligned with democratic values than externally imposed learning strategies.

Cultural and Dialogical Aspects

Rather than viewing learning how to learn as an individual skill developed in isolation, Hargadon frames it within broader cultural processes. He advocates for "cultural dialog and individual engagement" as the proper context for developing these capabilities.

This dialogical approach recognizes what Hargadon calls "the balance of valid approaches that comes out of thoughtful dialog" rather than promoting any single methodology for learning how to learn. He explicitly rejects "single-solution mindset" approaches that would result in "a one-dimensional view of learning."

Universal Accessibility

Hargadon challenges elitist conceptions of learning capabilities, asserting that "learning is not an elite endeavor." He argues against educational narratives that tell "huge numbers of children and their parents that they are 'defective' or failures" based on narrow institutional measures.

His framework presents learning how to learn as universally accessible, countering views that treat effective learning as "an arbitrary gift bestowed capriciously to a select few." This democratization of learning capabilities aligns with his broader emphasis on individual agency and democratic participation.