Learning is the process of networking operational memories from the experiences of errors which were small enough to recover from. The terminal characteristic of catastrophic errors brings all learning to an abrupt end and yet errors cannot be avoided if learning is to proceed. Most learning is involved in the development and acquisition of a sufficient number of skills, be it vision, hearing, language, walking, driving, sexual performance or whatever, to enable the individual to construct a conceptual existence model that is adequate for it's circumstances. The cycloid strategy is one of the most effective. Earlier learned skills are cyclically revisited and reinforced as new learning processes are attempted. Whether it is learning a language, training to fly an aeroplane or trying to write a novel, the systematic and periodic recycling of all material produces the most stable platform. The helix or spiral continues to diverge into new territory, whether it be in two or three dimensions, whilst returning in some aspects to where it has been before. The cycloid continually revisits familiar regions and then diverges out and explores the new.

Specifically focussed learning environments are needed to extend the individuals capacity to modify its operational world model to cope with situations for which it has not been conditioned. Most individuals need controlled training environments to enable learning about the blood and guts of surgery or war or accident carnage. Unfamiliarity with hosts of insects, snakes, sharks and the like make interacting with them difficult for many without a carefully gauged program of approximated learning. Being deposited unceremoniously from the culture of one's nurture into another of impenetrable motivations and behaviours is usually nothing less than traumatic.

Learning has to take place, of course, for the individual to be able to construct a world model for itself. What is absurdly prevalent in the ethnic and cultural arena however, is that the individual that has acquired the learning is then likely to imbue its blatant subjectivity with a cosmic objectivity and aura of absolute certainty. In this manner most, if not all, of its ideosyncratic nature is entirely lost sight of and the acquired reality model becomes the only one which the individual then considers that the rest of the world should understand and be required to adhere to. A member of one cultural group may be raised in a nurturing environment which justifies and exploits the use of slaves as an operational world model and unquestioningly supports its continuation, totally oblivious to the alternative reality of the slaves. Other individuals may be indoctrinated from birth by the adult members of their group about the transgressions and atrocities committed upon them and their ancestors by the hated other side. They are mystified and confused when travelling far afield and living with different peoples, that these others do not share or agree with their publicly expressed hate of their home-state adversaries.

The education industries of state and religion are the learning environments which custom design their populace to believe in the justification of local attitudes. Death or exile very frequently remain as the only courses available to individual dissidents daring to deny the propaganda machinery of the establishment.