More learning (data gathering and theoretical application of technique) will not, on its own, change the way people see things or how they perceive them. "There must first be a shift in the emotional processes of that institution [in our case, international education as a sector]. Imagination and curiosity are at root emotional, not cognitive, phenomena. In order to imagine the unimaginable, people must be able to separate themselves from the surrounding emotional processes before they can even begin to see (or hear) things differently. Without this understanding, it becomes impossible to realise how our learning can prevent us from learning more." (Friedman, A Failure of Nerve, 31). In the event that this doesn't make sense, consider Galileo, who offered naysayers an opportunity to utilise his telescope to observe the movement of cosmic bodies, to look for themselves. So many naysayers, in those earliest days of his efforts, refused to observe, even when offered the chance. Consider just how much longer it took for things to evolve because their "learning" got in the way of learning, of becoming something more.