The participants in this collection of works analyze the idea that learning, like any other human experience, involves the dynamic interaction of various human processes. Learning is viewed as a process that arises from the interaction of the student's cognition and primary emotions, while being influenced by the communicative elements in the teacher-student relationship.

The papers emphasize the importance of understanding and interpreting what is communicated not only through words but also through actions within a learning situation. The chapters are organized around three general themes that explore learning (i) as it occurs at a general institutional/organizational level, (ii) as a process arising from the interaction of emotions with cognition, and (iii) as a process that can be better understood by taking into account elements of indirect communication.