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This chapter discusses the differences in conceptualisation of ways of learning, and this raises the rarely discussed phenomena of ‘academic discrimination’. It explores by looking at the cultural and societal influences on theories of cognition. The obvious existence of varying culture and national identity has had just as clear an impact on formal education. The influence of ‘ethos’ and ‘culture’ and ‘time’ on thinking can be seen in the debates stimulated by particular groups of psychologists. Cultures which have strong respect for ancestors and elders will tend to have a view of knowledge which is heavily based on the notion of a ‘body of knowledge’ rather than knowledge as a creative and individual voyage of discovery. The results of cultural effects upon learning would not ultimately be of significance provided that they did not affect future career and life patterns in an adverse manner.
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