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Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The author describes and examines the concept of learning in the classical writings of the Confucian school of thought, primarily in the so-called “Four Books” canon: Analects of Confucius, Mencius, Great Learning, and the Doctrine of the Mean. These compilations of sayings and teachings of Confucius and his successors contain the descriptions of learning as the best way toward personal and societal harmony, given that the learning process is identical to ethical development. Therefore, the author first reviews the most significant educational principles of Confucian classics, emphasizing the achievement of virtues as its goal. Another important aspect of the early Confucian classics is the claim that education should be available to all members of society, which led to the establishment of the so-called imperial examination system in the Han Dynasty. The second part of the paper contains a review of this practice and its reforms, especially during the Song Dynasty. Due to Zhu Xi’s efforts, Confucian learning became the process of self-cultivation, the entirety of education in China was based on the Four Books, and Confucian academies became the centers of the higher humanistic learning, emphasizing the development of critical mind. However, Confucianism and its system of education were harshly criticized and oppressed during most of the 20th century, which is the main topic of the third part of the paper. The author then examines the reasons for the Confucian revival in China, which was primarily influenced by the economic development of the countries such as Singapore, Japan, and South Korea – all of which kept the Confucian values and moral education. The implications of the Confucian revival and subsequent economic success of China have potential global significance, even in the Western societies, and the author points to the possibility of a similar combination of traditional moral learning and modern education in the Serbian context as a good way for overcoming what both Confucian and some Christian thinkers termed “the decadence” of materialism.

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Experiential learning is one of the most productive ways of learning and acquiring knowledge. Through personal experience, students develop self-confidence, see more complex relationships in learning subjects, constantly have feedback on their own progress and are constantly in the circle of learning and gaining new knowledge. The paper emphasizes the role of experience in the changes that occur in an individual. Learning styles based on experience greatly influence the success of the learning process. The paper presents some of the theories that define how an individual learns when encountering new content thanks to previous experience, interests and affinities. A description of Kolb’s experiential learning theory, learning styles according to Honey and Mumford, the VARK learning model set by Fleming and Mills, as well as the criteria that experiential learning must meet in order to be efficient and purposeful.

In the educational process based on the principles of the traditional class-subject system, the essence of teaching is focused on teaching and the memorization and reproduction of the content by students, while teacher’s verbal activity, personality, and the unrivalled authority are in the center of this process. Contrary to this concept, in the process of teaching flexibly organized on the constructivist paradigm, the focus of educational activity shifts from the sphere of teaching (passive listening and memorizing content) to the field of active learning, experimenting, exploring, and discovering the cause and effect relations among the studied phenomena and objects. Knowledge is based on students’ individual perception, memory, thinking, imagination, discovery, and logical reasoning. This actually means that constructivist teaching is focused on the process of acquiring meaningful knowledge and skills, adopting positive attitudes, cultural values and competencies, with the maximum use and development of each individual’s cognitive, affective, psychomotor, and experiential potentials. Therefore, the aim of this paper is to put in focus the objective understanding and critical description of the traditional concept of teaching and learning by using the method of theoretical analysis. At the same time, the paper focuses on elaborating on cognitive starting points, possibilities, advantages, and limitations of a relatively modern concept based on constructivist, more precisely, critical constructivist didactic paradigm.

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper describes the concepts of goal and "learning outcomes" and their mutual relations, as well as relations with similar pedagogical concepts. A systematic analysis of taxonomies of teaching tasks, goals, and outcomes, formulated by Benjamin Bloom and his associates, is attached. It represents the most commonly used classification of cognitive domains, and the mental and practical abilities of students within each domain (cognitive, affective, and psychomotor). The paper also specifies the importance of Bloom's taxonomy in formulating learning outcomes, as well as in the grading process. The second part of the paper demonstrates the application of Bloom's taxonomy on the example of Thematic teaching (theme day) which was realized in an elementary school first-grade class. Through various activities, oriented toward problem-solving or acquiring new knowledge and skills in a selected topic, the outcomes planned by the teaching and learning program for a particular grade are achieved.

Copyright of TEME: Casopis za Društvene Nauke is the property of TEME: Casopis za Drustvene Nauke and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Digital games also provide the opportunity to gain different experiences, broaden horizons, change behavior, and often socialize and network with other people. And while the initial stigmatization and suspicion of the scientific and professional, as well as the general public, is slowly decreasing, the trend and importance of the application of digital games in learning is growing, both at the level of individuals (through informal education) and institutions (through informal or formal). The number of researches on the effects of their application is increasing, especially since the beginning of the new millennium. This paper provides an overview of the educational potential of digital games and categorizes the results of the most significant research into the effects of their application in formal, non-formal and informal education. The paper illustrates the above results by going through numerous examples of specific mainstream or educational games.

Copyright of TEME: Casopis za Društvene Nauke is the property of TEME: Casopis za Drustvene Nauke and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Creativity in a tangible and intangible product is an attempt at overcoming the current situation in the field of creation and the life of the person who creates the product. The main feature of creativity is an effective novelty in relation to something familiar, which means that it offers an appropriate solution to the problem to which it refers. The paper criticizes the thesis on the innateness of creativity, according to which a person is creative on the basis of heritage, which would practically mean that education does not have any special significance for the creation of creative works. The criticism is based on the current theories of creativity that indicate the developmental nature of creativity and emphasize the role of learning in the development of creative potentials. The new is built on the existing knowledge through learning, which implies creative processing of information, becoming familiar with it, understanding, acceptance and placement of that information in one’s own knowledge-base of what has been learned. The more creative the learning process is, the greater the chances that it will encourage the creativity of the learner in relation to the existing knowledge and the aspiration for its re-examination and change. The developmental approach to creativity, which begins with creative learning, has been linked to the theory of growth and fixed mindsets about human nature, which addresses our capacity to adapt, change, and grow. In the continuation of the paper, the conditions are considered that would support to a greater extent the creative learning in school. In the final part of the paper, the limitations of this approach are discussed and questions proposed for future research.

Finding an aspect of life in which we do not rely on technology is almost impossible in an era in which its benefits are used to the utmost. Rapid technological changes and quickly growing knowledge base demand from us to acquire informational skills efficiently, which indirectly lead to improvements and updates in the teaching process. The aim of this paper is to investigate the scope of modernization of the teaching process in our country. A research was conducted in order to determine the extent of use of YouTube (as an important digital medium) and the Internet in general at a high school level. An overview of the prevailing attitudes on this topic is given, as well as the advantages and disadvantages of YouTube in the context of language learning. Results of the research that was conducted among the high school students in Leposavić are given in the main part of the paper. Finally, suggestions for selection of suitable teaching/learning video-contents were given, as well as recommendations for potential additional research in the future.

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Holocaust, defined as the process of suffering of 6 million Jews, organized by the Nazi Germany during the World War II, is a topic that does not lose its relevance. Teaching about the Holocaust should be aimed at students’ understanding of historical facts, and it is also necessary to point out the importance that this part of the past has for the modern world and current social problems. In the teaching process, attention should be paid to preserving the memory of the lives of the Jews and the Jewish community in Europe before the war in order to highlight their rich cultural heritage. The paper presents the results of an empirical research aimed at analyzing the challenges in the process of learning and teaching about the Holocaust in formal and informal education. Using a close-ended questionnaire, the perspective of the students of teacher education faculties in Serbia was investigated, and the sample included 741 respondents. The results indicate a varied understanding of the term Holocaust, with the prevailing understanding that the process included a wide range of victims. Students find this topic emotionally taxing and very disturbing, and they identify this as one of the biggest obstacles encountered in teaching about the Holocaust. The obtained results can serve as a platform for creating implications for educational policies and formulating recommendations for the improvement of the school practice with the aim of deepening and expanding knowledge on this topic, but also with the aim of developing intercultural competences, reflective dealing with stereotypes and prejudices, and fostering a culture of remembrance.

Higher education, compliant with the new trends, expects students to have a more active and individual engagement in the learning process. Collaborative learning, research-based teaching and learning, and constructive approach are being promoted. Students are expected to demonstrate critical thinking, creativity, and resourcefulness to be qualified for the labor market as well as lifelong learning. The education process at higher education institutions is enriched with collaborations with important institutions that serve as a teaching base aiming to create diverse learning and teaching opportunities. This paper aims to investigate students' opinions about using resources of the University of Sarajevo's teaching base – a museum. Students are asked about the museum as a learning place, their experiences when visiting a museum, and the reasons and frequency of their museum visits. The question is if the students visit museums to explore certain topics for assignments during their studies and how they perceive such forms of learning. 65 students of the University of Sarajevo participated in the research. The results point to the importance of generating a new audience for museums, maintaining the existing one by creating stimulating activities, and designing such a teaching process that would prompt students to return to, explore and learn in museums.

. Integrative instruction and integrative approach to learning content created as an attempt to overcome the lack of traditional teaching that results from the division of educational content on the blocks, or subjects. A good part of the learning contents are repeated through different courses. However, they do not link which leads to confusion among students, what this system leads to some content the students never learn properly. This approach discourages students learning in the process of gaining new knowledge and application of knowledge gained in practice. An integrative approach to teaching exceeds the disadvantages described arguing for the removal of boundaries between subjects and focusing on a broad topic of study. By providing a holistic rather than fragmented view of learning, students become greatly clearer and more accessible about teaching topics, the students get a realistic picture of the world and the problems to be addressed. Application of integrated teaching is a strategy of teaching and learning based on the assumption that learning is a set of links. Teaching and learning integrated learning content can be useful for students and for teachers as cultivating a particular theme of her approach using various forms and methods, teaching materials and resources. In this way, students can have a natural way of acquiring knowledge through the development of different skills and abilities.Also, covering a wide field of educational content, the teacher is able to use the students' interest and motivation as well as drivers of meaningful learning, builds teaching skills enabled him greater flexibility in teaching.The paper discusses the advantages of integrated teaching compared to traditional, effects that it achieved the quality of knowledge and activity of students, as well as the effects that this has on the teaching model for teachers and creating ways of teaching content. The paper also discusses the possibilities of application of integrative model of teaching in elementary grades.

Encouraged by the fact that the leadership has become sought and highly valued ability in this paper we want to show the importance of education in developing leadership competencies. The creative power of the leaders is in the knowledge-intellectual potential, which have become a key factor of productivity, competitiveness and economic success. Leadership is a process of selection, and then transform those choices into actions - creative thinking through the acquisition of knowledge, values and build social skills. Personality traits and abilities may be to some extent inherited, but only with the education and continuous learning is possible to develop the necessary competencies of a true leader. The paper proves that the structure of leadership competence consists of numerous knowledge, skills, social skills and personality traits which are unavoidable.

Play is easy to recognise, though not as easy to define. Its conceptual definitions are numerous and different, depending on their theoretical starting points. What connects them is the importance they attach to play as a divergent activity of the child in which all the child's potentials are activated. Hovewer, research around the world has shown that children in kindergartens spend considerably less time playing and exploring than doing structured activities; that their opportunities to play in open spaces are constantly decreasing; that, even when they are engaged in play, it is often superficial and chaotic; and the way in which adults perceive children's play is often inconsistent with what play represents from the children's point of view. The aim of the research presented in this paper is to look at how children perceive play - what elements of play children identify as most important, how they perceive their relationship with other children and adults while playing, and how they see learning through play. The descriptive method used relied on the techniques of drawing and interviewing. The study included 47 children aged 4 to 7. The results of the research confirm that what children find most important during play are their playmates, that adults' involvement in children's play is very low, and that children's learning through play is linked to the very experience of playing. The most significant conclusion of this research is that children are often left to their own devices in play, so it is necessary to pay more attention to their play and to support it both in the family and in the institutional context by providing children with different experiences and models of creative behaviour.

Given that the focus of educational policy is aimed at creating real learning opportunities in the function of achieving educational results that prepare students for life, it is necessary to overcome the traditional approach and change the learning paradigm, aimed at a more dynamic and engaged process of knowledge construction in real life environment. Project teaching/learning is an approach that belongs to a new paradigm and involves students’ research orientation in teaching and learning, during which already acquired knowledge is used, new ones are acquired and creativity, self-regulation and teamwork in students are developed. Such an approach should, in theory, enable the achievement of the outcomes and subject standards, as well as the development of subject and interdisciplinary competencies. In that sense, the aim of the paper is to, through the analysis of existing examples of several realized teaching projects, investigate and point out the potentials of project teaching for the development of interdisciplinary competencies and to offer an instrument for planning project teaching. After analyzing the flow of learning within the project approach, as well as examples of project teaching from our schools, it can be concluded that this model significantly contributes to the development of interdisciplinary competencies, defined by the Law on Fundamentals of Education (2017)

We live in a time of intense social change. Technology is advancing every day and is leading to new ways of solving problems, ways of working, as well as the way of coming to knowledge. Digital games as part of modern technology, in addition to being fun, offer the possibility of a different learning concept. Playing digital games, if properly implemented in the teaching process, can have multiple positive effects. If we want to see the teaching of the future, we cannot do that by looking at the teaching of what it is now. We have to watch the children during they play video games. We will see that they are engaged, excited, active as they learn by crossing one level of the game after another. The digital environment has led to the phenomenon that today's children adopt information in a different way than their parents did. Instead of receiving information passively from beginning to end, which was made possible by previous learning technologies such as books, printed materials, television shows, today's children are in an interactive relationship with learning technologies. The application of digital games in teaching enables the encouragement of creativity in children, which is in contrast to the current way of working in schools in which students are mostly offered ready-made solutions. Learning through play is a controlled process of the personal activity of students through which solutions are found and answers to certain questions. The aim of this paper is to point out the influence of digital games on the effects of learning, on the motivation of students, as well as the ways in which they can be implemented in the teaching process. In this way, students' everyday experience in playing digital games, acquired outside of school, could be used for the purpose of transferring and acquiring new knowledge.

Copyright of Muzikologija is the property of Serbian Academy of Sciences & Arts, Institute of Musicology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper presents learning and the heuristic method in educating Civil Defense staff with a view to making appropriate decisions in emergency situations and a state of emergency with special reference to the use of heuristic models in the education of emergency teams and the command of the Army of Serbia. It is designed for command and teaching staff, as well as for the personnel of civil defense, the protection and rescue system (Department for Emergency Situations) and local governments (district chief executives, mayors and mayors-commanders and commanding officers of the Army of Serbia that can be employed in emergency situations during the protection and rescue of people and materiel. The heuristic approach to problem solving and learning should provide the training of command personnel from the local to the national levels in making adequate decisions after the proclamation of emergency and a state of emergency in parts of the territory, or across the territory of the Republic of Serbia. [ABSTRACT FROM AUTHOR]

The attitudes that parents have towards learning are very significant for the forming of staudents' attitudes towards learning. The importance of this study lies in uncovering the extent to which students' own attitudes to learning depend on the level of parental involvement and parental demands, and the extent to which the insights obtained can be used as the basis for determining the manner in which parents should be engaged in and devote attention to their children's learning. In this paper, students' attitudes to learning were observed through two variables, namely students' learning goal orientation and their approaches to learning. The research sample consisted of 802 seventh-, eighthand ninth-grade primary school students. We started from the assumption that certain differences exist among the given variables. For the purposes of the study we used an instrument for measuring students' approach to learning, an instrument for measuring learning goal orientations and an instrument for measuring the level of demands and the level of support in the family environment. The reliability of the instruments was verified through Cronbach's alpha coefficient. The data obtained indicate that there is a statistically significant difference in learning goal orientations and approaches to learning among students depending on the level of parental demands and the level of parental involvement. Students whose parents provide high levels of support are more likely to have mastery goal orientation and an in-depth approach to learning, regardless of the level of demands. The pedagogical recommendation that can be made based on the results is that parents should provide their children with a high level of support for learning so that they can achieve the best possible results.

One of the biggest problems related to the application of analogies in teaching and learning relates to the possibility of misunderstanding the content of learn­ing, which in such cases is caused by unjustified analogical transfer. The paper presents the results of research on unjustified analogical transfer in the application of analogies in situations that are typical for learning in an academic context. The aim of the research was to examine the extent to which the tendency towards unjustified analogical transfer was expressed in the learning with the application of analogy. A quasi-experimental research with elements of a field experiment was realised on a sample of 140 students. Respondents read two texts. In one, a fictional animal was compared to a known animal, and in the other, a fictional game was compared to a known game. The experimental factor was an explicit indication of the differences between the compared objects. Knowledge tests measured how much the respondents remembered about the characteristics by which the compared objects were similar, i.e. not similar. By analysing the responses from the tests, we registered the presence of unjustified analogue transfer. The results show that the propensity for unjustified analogical transfer is present to a significant extent. This tendency can be reduced if, in addition to the similarities on which the analogy is based, there are also differences between the objects that are compared in the analogy, but even then it will not be completely eliminated. The basic pedagogical implications that follow from the obtained results are the need to strengthen the awareness of teachers and textbook authors about the potential danger of unjustified analogical transfer and the recommendation to point out to students the differences between the base and target domain. This significantly reduces this danger.

The aim of the study presented in this paper was to determine the relationship between disadvantaged children’s academic performance and development of their motor skills. First-graders were in the focus of this research, the aim of which was to shed light on the unequal opportunities that children have from the very first day of primary school. The differences in the level of physical development and motor performance between disadvantaged children and other children were compared and analysed. The aim of the research was also to determine, if statistically significant differences were identified, how much the disadvantaged children lagged behind the majority children. Data collection was performed among 15 first-graders attending a primary school in Horgoš who were categorised as disadvantaged by the school psychologist and the pedagogue. The control group measurement was conducted on 18 randomly selected first-graders who were not categorised as disadvantaged. Based on the research results, the quality of physical education, its frequency and adequate content prove to be of high importance for the disadvantaged children. It can be concluded that the development of motor skills contributes not only to the optimal development of basic competences needed for a successful performance at school, but also to the development of the social competences.

The aim of the study presented in this paper was to explore the attitudes of eighth grade students towards school, learning, various forms of assessment and activities in the teaching process. 194 eighth grade students from four primary schools in Serbia participated in the study. The study found that slightly less than half of the students in the sample were satisfied with school, but not with learning. Slightly over 40% expressed a negative attitude to learning in school, while 40% were indifferent. The form of assessment that students fear the most is oral assessment. Students differ in their (self)assessment of their own classroom participation in different subjects. Schools play an important role in students' positive adjustment when they function as psychologically healthy environments for development, resulting in students' greater school satisfaction.

The aim of this paper is to present a critical view of geography teaching from the aspect of student-centered teaching, as well as the approaches and arguments for introducing significant changes in the internal organization of geography teaching. The teaching of geography has been evaluated according to three groups of factors: the share of methods and forms of teaching and learning, the use of knowledge sources and the media as a knowledge source and work resource for students and teachers, and the process and purpose of evaluating student achievement. The research has been conducted on a sample of 541 second-grade students of Montenegrin high schools, and the instrument used in the research has been constructed according to the five-point Likert scale of attitudes. The research has shown that the teaching of geography in high schools, observed cumulatively according to the above group of factors, does not yet present student-centered teaching. It has also been shown that the examined factors of geography teaching reflect the factors of student-centered teaching, from the perspective of students. The theoretical aspect of this work and the results obtained by studying the attitudes of students should point out to teachers the necessity and significance of changes in the essential segments of geography teaching, and be useful to the education reform organizers who need information about changes in the process itself, thus directly assisting the implementation of the reform.

Modern consumer society affects the changes in behavior and wishes of modern tourists who require high-quality tourist service which can be provided only by highly qualified and well-trained tourism personnel. However, the education system, in almost all tourist countries doesn't follow the trends of modern tourism. This paper analyzes demographic conditions and the basic characteristics of human resources in rural areas of Serbia. In this analysis were applied the method of induction and deduction, analysis and synthesis method, deductive and comparative methods as well as techniques of structured questionnaire. The obtained data were processed in SPSS program. Based on the results of the original research, it was concluded that there is a positive correlation between level of education and the number of days spent on professional training of human resources and the competitive position of tourism enterprises in which human resources are working.

This paper offers a critique of the fetishisation of 'the digital' in Western culture by bringing together Freudian and Marcusian psychoanalytic theory with Gregory Bateson's cybernetics. In particular, it correlates the cybernetic concepts of analog and digital information with the psychoanalytic conceptual pair of Eros and Thanatos. The psychoanalytic concept of the 'death drive' appears through the cybernetic lens as a fetishistic tendency towards freezing or regressing to lower levels of complexity and sensitivity of learning. With the help of Marcuse and Bateson, I understand the contemporary prevalence of a 'digital death drive' as an inhibition of learning in terms of the nature of the digital and its severing from the analog context. By contrast, by reading Marcuse's concept of Eros as having multiple logical levels (Eros1,2,3) in the cybernetic sense and by comparing these levels with Bateson's multiple logical levels of learning (Learning1,2,3), we come to see Marcusean 'erotic liberation' or 'revolutionary love' not as resulting from simple acts or statements of rebellion against repressive socio-political norms, but rather as being profound, lifelong learning processes, fraught with complexity and difficulty.