Identity in a housing environment is one of its resources as valuable as its water, air, flora and fauna. The readability of identity should be the basic factor of the quality of architecture and landscape architecture recognizable as a significant resource. It is an important factor which influences the living standard of people who inhabit a given space from a psychological, social and cultural point of view. In order to care for identity, we must be aware of it, of its role and significance in our lives and residence in a given environment. Man must understand the phenomenon of the meaning of life with respect to its space as his place in the world. When we understand the all-embracing rhythm and taste of the life of a place of residence, we will comprehend life itself.
The term “metalearning”, which was introduced into scientific literature by J. Biggs (1985) is, broadly speaking, an awareness of one’s own learning process and exercising control over it. Metalearning, whose roots lie in the personal, early experiences of the child related to learning, and which is expressed in her or his current concepts – is considered in this article as a basic condition for the acquisition of one of the key competences of 21st century man, namely, the learning competence. Recognizing the importance of colloquial concepts of learning, as well as their uniqueness and contextuality – in the article I will present the main problems associated with learning about the vision and understanding of the personal worlds of the learning of pupils, coming at the end of early education. On the basis of analysis of the scientific literature and previous studies conducted abroad, as well as a number of my own research projects (resulting from the application of quantitative or qualitative approach), I will present questions, doubts and selected emerging difficulties in the application of both the presented research approaches.