Just as birds must learn to fly and predators to hunt, we humans must also go through a cornucopia of learning processes. learning. Learning is a limitless and essential part of life. When we learn from our mistakes, it is considered a hands-on learning style and when we attend a lecture to listen, take notes and memorize information, we use a different learning approach. The goal is always the same, to understand or use something new, but the path to get there is tortuous. Although it may seem obvious that general knowledge is somewhat important to emphasize when learning, it stifles and hinders the vital way of maturing as individuals. Universities should therefore welcome the idea of ​​active learning in general and through interaction, and interpret definitions of school-related terms appropriately. Being actively involved in learning, in general, is essential to maturing and becoming a better person. Learning something new is nothing that happens to us automatically. An example of active learning, when we are children, is when we have to learn to walk. As individuals, we have to be the ones to do it to learn it. We must be part of it in order to remember the physiological use of our limbs, to recall certain patterns and to know how to use them in the future. In addition to this example, a credible conclusion about active learning is found in the text by the author Ernest L. Boyer, an American commissioner of education who was a very famous personality, who chose to recite the words of 'another very well-known and appreciated person in his work. Dear Mr. Boyer was referring to a philosopher, popular author and educator by the name of Mortimer J. Adler who, in the text, asserted that "(...) "all generations...... middle of paper.. ....making the learning bodies of our society to focus more on the idea of ​​active learning in general and through interaction, and to appropriately interpret the definitions of school-related terms. Our future is in the hands of our children. Works Cited Boyer, Ernest L. “Creativity in the Classroom”. In Guidelines: an intercultural reading/writing text. Ruth Spack. New York: Cambridge UP, 2007. 82-89. Kohn, Alfie. “Confusing the hardest with the best” in Guidelines: an intercultural reading/writing text. Ruth Spack. New York: Cambridge UP, 2007. 121-124. Hirsch, ED “Teach knowledge, not “mental skills.” » In Guidelines: an intercultural reading/writing text. Ruth Spack. New York: Cambridge UP, 2007. 115-117. Ho, Kie. “We should cherish our children's freedom of thought” in Guidelines: A Cross-Cultural Reading/Writing Text. Ruth Spack. New York: Cambridge UP, 2007. 112-114.