In this thesis I answer two closely related questions: answering each of them gives us insight into the other. They are 1) How do we help someone to come to “love” learning? And 2) What characterises those who love learning? To begin with, I establish that an approach to learning that prioritises cognitive control is the “best” kind of learning for facilitating love for learning. Then, I show that pleasure is an important aspect in fostering love for learning and that lovers of learning find learning pleasurable. Following that I argue that lovers of learning are vulnerable and “open” to learning. Finally, I show that a lover of learning is someone who is wholehearted about learning
