The quantum approach also carries significant implications in learning theory.

There is a vast bibliography concerning learning by quantum techniques.

In practice learning that takes into account this approach is based on a series of principles that go beyond the simple storage of information in a linear way:

Below are some of the most important elements.

Our trainer courses include all the points listed below plus many more.

1. Learning is a process of connecting external and internal elements. We can define understanding as the ability to make connections between various elements and be able to act and/or define a new situation.

2. It is essential to become capable of learning and to develop learning. The ability to know more and to direct one's unconscious mind in such a way that it continues to learn autonomously is more important than what one learns in the moment. In fact, it is more important to be able to know than what you store.

3. Maintaining connections and developing human relationships is necessary to facilitate learning.

4. Learning also involves choice: making decisions about what to learn and deciding what the basic concepts are is a basic process of learning

5. It is also important to connect learning to the organization of one's time and what one already knows in other areas and to the application of the learned subject matter.

6. Learning is a neurophysiological activity, related to one's own neurophysiological states and in particular to one's own neuronal coherence.

1. A professor's first tool for accomplishing educational work is his or her persona.There are in fact levels of communication that are not just verbal.The teacher's coherence represents an element that in turn helps create a field of coherence at the level of the learner(s). Its authenticity therefore facilitates learning.

2. The concept of field of coherence on the part of the teacher is crucial for the creation of:Empathy. Various studies have also shown how empathy can enhance learning. (Bonner and Aspy 1984).

3. Creating empathy means facilitating the creation of correlations between teacher and learners and also between the learners themselves where further communicative exchanges take place anyway.The mental space where learning takes place according to the quantum point of view is in fact a quantum system where the observer and the observed cannot be separated, and the total thoughts and experience of a person contribute to the person as a whole. The discourse is not one of simple COMMUNICATION but of PARTICIPATION in the situation.

4. This whole is not separate from the language it uses. In other words, human reasoning, including the concepts of logical reasoning and "common sense" are strictly context-dependent.There are several implications of this view.One among them is that perfect transmission is impossible.However, quantum mechanics opens to an even broader view: the parties, teacher and learner, constitute a unified system. The more we create correlation between the participants in the relationship, the more information can be possible without error.Therefore the key to information more than simple modeling is correlation.This cannot be exclusively linguistic, since the uncertainty principle applied to language prevents error-free transmission with language alone.

5. It is also important to create emotions that lead to neurophysiological coherence during learning. An example of such emotions are positive emotions. The realization of this in fact leads to inner neurological coherence of the learner(s). Research shows that physiological activity related to positive emotions enhances synchronization of neurological activity and improves cognitive functions that generate rational thought, creativity, and intentional action.In learning there are in fact various neurophysiological phenomena related, including changes in the electrical activity of the brain (grinberg-Zylberbaum 1984).

6. The pattern of electrical activity of the brain that seems to be most beneficial to learning processes is defined as brain coherence.In practice it is found that certain emotions give rise to a mode of physiological functioning called psychophysiological coherence.Verifiable changes are at the level of heartbeat, increased parasympathetic activity, increased heart-mind correlation (brain rhythms are more synchronized with the heartbeat), increased vascular resonance. Several independent studies have shown that increased psychophysiological coherence is linked with improvements in cognitive performance and skills that require attention, judgment, fast and accurate reaction and memory. In addition, the coherence mode is also associated with increased emotional stability and a reduction in the perception of stress and negative emotions.

7. Through social interaction conducted in a consistent manner, a referential and operational schema is formed through which a vision of oneself and of reality is configured. Self-perception is important in this schema.Self-perception in fact influences learning because it is the basis of the direction we take to learn (intention).We refer what we learn to ourselves. An important element is that most of people's conduct is a function of their perception of themselves in a given situation and the meaning attached to it. Learning is in fact a function of personal meanings. Effective teaching therefore facilitates the understanding of personal meanings towards reality: each person must be able to give their own meaning to what they learn by linking it to their reality.It should also be noted that as the alignment of the parties' measuring instruments plays a crucial role in establishing a quantum unit, so it is for the active participation of the parties in the communication.Therefore, co-participation in information management is crucial.

8. Ability to create a language of understanding. The creation of own meanings facilitates at this point the creation of a specific language of understanding of the materialLearning is also a change of transformative action in the perception of certain aspects of the reality environment. All processes that facilitate this promote learning.Learning is a change in human disposition and capacity that persists over time. It is a change at the neurological level. The state of coherence conforms to the reality of the mind, which achieves holographic learning, in accordance with the theory set forth by Pribram.

9. Creativity and good functioning of the mind. Brain coherence, brain coherence is a synchronicity of activities in the form of brain waves, frequency and phase.Among the most important elements is also interhemispheric coherence.To the extent that interhemispheric coherence is increased, the feeling of internal unification increases.Such brain coherence is also conducive to the execution of quantum algorithms.A feature of such algorithms is reversibility and the ability to contribute to the determination of possible causes of a phenomenon.Creativity is closely related to the process of reality construction. Creativity is also related to problem solving.In this regard, it is interesting to quote Einstein's phrase: "the formulation of a problem is the most important element in its resolution."