Because most learning paradigms that exit today are founded on traditional cognitive methods in the form of reflective thinking, I felt invited to find other alternative paradigms as new ways to attack unexplored areas of learning. One way that could lead to the construction of a new paradigm for learning is to consider reflective attitudes as a way to arrive at equally strong or even more effective methods by which affective aspects of learning could be accommodated. This paper thus attempts to propose -learning by conscience- as a new paradigm in education. This proposed paradigm is founded on reflective attitudes, which are predicted to positively affect learning and learners. The framework of thinking referred to in the formulation of this paradigm is derived from three components: open-mindedness, whole-heartedness, and responsibility. On the whole, learning by conscience is projected to occur through impulse, experience, communication, and action.
