The call for Learning to learn skills development, skills needed in a knowledge-based society, meets resistance in schools for many reasons. The main of them consist in the educational culture that has been developed during the 200 years of compulsory education based on content transmission and assimilation and in the difficulty of changing this culture to a learning-based one at schools level when school staff and management do not share the same vision of what learning means.
Although at present, many universities offer courses on Learning-to-learn in initial teacher training, due to the fact the graduates enter individually in schools as teachers, soon they come to adjust to and end in doing things “as it is done in here”. Additionally, the employed teachers participate in in-service training individually and, when back in schools, they do not have the force to change the culture and get stick to the old customs. On the other hand, the Cognitive Psychology knew a lot of currents and languages along its development and makes it very hard for teachers of different subjects to get the meaning of the mental processes involved in learning.
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