Editing Learning theory (education) (section)

===Formal and mental discipline===
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All individuals have the ability to develop mental discipline and the skill of mindfulness, the two go hand in hand. Mental discipline is huge in shaping what people do, say, think and feel. It's critical in terms of the processing of information and involves the ability to recognize and respond appropriately to new things and information people come across, or have recently been taught. Mindfulness is important to the process of learning in many aspects. Being mindful means to be present with and engaged in whatever you are doing at a specific moment in time. Being mindful can aid in helping us to more critically think, feel and understand the new information we are in the process of absorbing.<ref>Sheahly,  [http://www.bemindful.org/mind.htm Cultivating Mental Discipline] {{webarchive|url=https://web.archive.org/web/20150407062340/http://www.bemindful.org/mind.htm |date=2015-04-07 }}</ref> 
The formal discipline approach seeks to develop causation between the advancement of the mind by exercising it through exposure to abstract school subjects such as science, language and mathematics. With student's repetitive exposure to these particular subjects, some scholars feel that the acquisition of knowledge pertaining to science, language and math is of "secondary importance", and believe that the strengthening and further development of the mind that this curriculum provides holds far greater significance to the progressing learner in the long haul.<ref name="Phillips2009" /> D.C. Phillips and Jonas F. Soltis provide some skepticism to this notion. Their skepticism stems largely in part from feeling that the relationship between formal discipline and the overall advancement of the mind is not as strong as some would say. They illustrate their skepticism by opining that it is foolish to blindly assume that people are better off in life, or at performing certain tasks, because of taking particular, yet unrelated courses.