In the literature, there is still a lack of a detailed study of the concept of academic learning and, therefore, a detailed study of the human being, although it is suggesting that the human brain functions through essential concepts. Therefore, the aim of this study, which will discuss with the stages of academic learning problem, is to create a different point of view from the traditional perception of the problem of academic learning in the human mind. The stages of the examination of this subject, which is often referring to as a process, will be pointed out, indicating what academic learning is and what kind of anatomy it has. The main objective of the study, which is under examination through the stages of academic learning, is to consider whether the factors contributing to this question are the elements that will lead to a solution to the problem by discussing the problem of learning. Is learning a finite process? The answer to this question will be sought by approach learning as a whole. Learning-object will be mention because it is an agent and object of learning. The scope of learning will further expand, and it will be emphasized by a perpetrator that there is more to the learning-object than the process of execution. Besides, today, the status of the learning phenomenon in the perception of people will be shown in a panoramic manner, and the factors that may be overlooked during learning activity but which can be brought to the desired levels will be emphasized. The most suitable method for examining learning is the linguistic communication environment because learning is happening in the communication environment. For this reason, the communication medium of linguistics is modeled, and the learning-environment concept is derived. Within the framework of the method, it is preferred that each of these actors should be considered one by one, rather than as a whole.

In the study, academic learning method will discuss in five stages:

1-    Formation of learning profile before learning environment;

2-    Demonstration of request stimuli for learning-object;

3-     Reason of request formation: signification;

4-    Learning-environment / Acquisition of learning-object;

5-    It is the last stage in which the brain puts into practice after deciding what to do with the acquired learning object; this will be called learning skills.

The context, channel, code in the communication environment diagram will vary according to the learning object. In this case, the elements mentioned in the search for the dominant element are eliminated spontaneously. “Teachers” can do the teaching function only if there is a learning request. In this case, only the learner remains behind the elements in the model. Therefore, the argument is: “learning takes place in the learner.”

In the framework of the schematic objectives of the study, it was emphasized that the first step of learning was interpreting and that the meaning of meaning was created by learning.

It has been pointed out that learning is a skill because of the necessity of emergence as a behavior in the learner’s life.

Although it is not yet fully understood how it is today, it has been concluded that learning is a function of the brain and that the brain processes and acquires data/information from our request or without our intervention.

When we try to create a learner profile with all this in mind, that the learner is not alone in the learning environment; besides the teacher, the inference of the society in which the learner lives. In this case, the learner is there with his knowledge and skills and the values and values of the society.

Acting on the fact that learning takes place in the learner, it is underlined that the task falls to the learner to have the ability to develop strategies that will make learning easier and permanent, it is the object of learning that initiates learning. Learning is a verb. Some verbs require a subject and a compliment. “To learn” is included in these verbs. in this case, the complement of the verb to learn is what we want to learn. Because learning is an action, it requires a space where this action takes place. In this study, this space called (learning environment). However, it has been found that learning is a beginner but a continuous process. The proof that learning is done in a learner is that it can reflect what he/she has learned externally. As a behavior, what is projected is called an able or inadequate skill depending on the learner’s reflection performance; this brings us to the conclusion that learning is a skill. We are talking about what is known by the people: the brain is the place where learning takes place. According to the data of the study, what we can say about learning is that it is a function of the brain, the place where it took place.

İn this study, which aims to research the concept-process integral of academic learning phenomenon, the results revealed that there are differences between the real academic learning perception and academic learning which is the object of the study. Researched things needed for academic learning to begin, in the first order followed by request have emerged. Because of the concept of request derived from the request has the characteristics of the verb derives, start and maintain the acquisition of the learning-object without interruption are in question.

When a viewpoint is created from the theorem in philosophy, (the piece carries some or all of the properties of the whole), the learner is an individual who comes out of the society in the learning process and is also a part of the society in which he/she lives. Therefore, the learner exhibits individual traits in the learning environment; on the other hand, it also exhibits the characteristics of society. When we try to create a learner profile with all this in mind, the learner is not alone in the learning environment, in addition to the teacher, it is concluded that the society in which the learner lives are in that environment. İn this case, there is a learner that way in addition to the learner’s own other than knowledge and skills accumulation equipped with the values and the morality of society. It was concluded that this open effect of the society on the learner would play a role in the success or failure of the learner. The impacts are more important in the three main aspects: the specific value that society gives to the information, sincere reputation directed for people equipped by information, moral improvement of information that has already been acquired or acquired.

Linguists have concluded that the brain is capable of speaking. This finding can be applied to the learning phenomenon. The result has been reached: each person can learn because he has a performance that includes elements such as perseverance, effort, awareness, and awareness when performing learning action or learning; mathematics and rational life arena of sort out/problem-solving. However, problem-solving requires a method. Inspired by mathematics and life on the journey of learning, this condition is displayed: the learner must have a property to produce solutions to problems. Because in the process he will face negative or at least with learning difficulties. It is a must for the learner to have the ability to develop strategies that will make learning easier and permanent. The problem-solving method in question is to proceed step by step in the purest form. The same can be applied to learning, and the process can be cascaded.

Name of learning/ learning name, to learn the meaning of the verb to be transitive and requires an object takes place in the form of any object acquisition. With this in mind, in light of the data obtained from our study, it should be considered that this learning requires continuous information updates. In the research, it has been obtained that learning is a process that started but is not ending. Proof of learning is realized in a learner is that the learner can reflect what he/she has learned outwardly. As a behavior, what is projected out is called an able or inadequate skill according to the reflector performance of the learner, this leads us to the conclusion that learning is a skill. Finally, what can be said about learning is that it has a function of the brain, the place where it took place.

In order for learning to be achieved at the desired level, how the learner should have a profile when it comes to or learning from the learning environment, how to be aware of what action and activity should be actively involved in the process of learning-object, this subject of this study necessitates new scientific researches.

Keywords: Academic learning, learner, meaning, will, learning-object, learning-milieu

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