1 1. Two forms of knowing Mastering a foreign language requires more than intellectual understanding. Unlike more purely academic subjects, such as history or science, for- eign language mastery requires not only conceptual knowledge, but also a deeper learning process—one that involves trial and error practice, experimenta- tion, interaction and self-expression. What may start as a purely intellectual exercise—the memorization of words and the study of grammatical rules—must be transformed and internalized into something more personal. It needs to become second nature to our way of thinking and acting—a creative medium through which we express our thoughts, feelings and identity. Once mastered in this way, a new language is no longer an academic subject or a body of knowl- edge—it has become part of the self. Unfortunately, many learners never reach this deeper level of learning. One reason is that tradition- al approaches to foreign language pedagogy often Deep Learning: Unconscious Cognition, the Intuitive Mind, and Transformative Language Learning Joseph SHAULES 1）＊ Review Article Abstract This article explores the notion of deep learning. Drawing on insights from cognitive neuroscience and educational psychology, it argues that an understanding of conscious and unconscious forms of cognition is important for language educators. It distinguishes be- tween surface learning—that which engages primarily the analytic capacity and focused attention of the conscious mind, and deep learning—that which engages more out-of- awareness, more deeply embodied elements of cognition. An understanding of unconscious cognition is said to shed light on the process through which we learn complex skills—such as a foreign language. It also provides insight into the highly psychological nature of lan- guage learning. This article introduces a four-level model, based on dynamic skill theory, that helps conceptualize deep learning in terms of increasing levels of cognitive complex- ity, leading to intuitive knowledge and a more differentiated experience of the language learning process. It argues that an emphasis on deep learning leads to a more embodied and transformative view of learning, and a more holistic view of the learner. Key words Deep learning, Intuitive mind, Second language acquisition, Unconscious cognition 1） Faculty of International Liberal Arts, Juntendo University (Email: shaules@juntendo.ac.jp) Corresponding author: Joseph SHAULES 〔Received on September 15, 2017〕〔Accepted on January 29, 2018〕 Juntendo Journal of Global Studies, Vol. 3, pp. 1–16 (2018) グローバル教養論集 第三巻（01 Joseph SHAULES論文）.indd 1 2018/03/08 14:22:37