Introduction Success in learning is based on a range of factors associated with stimuli that can affect brain development, perception, persons’ activities, and motivation to learn. As a result, researchers are inclined to state that learning depends on both physiological processes in the brain to make the necessary connections and psychological and environmental factors, including motivation (Fischer 2009; Riley 2016). In this context, it is important to discuss how people can learn best, what approaches can be used to measure learning, what optimal ways for learning and development can be applied, and whether it is possible to change the personal philosophy of development and learning. Professional Perspectives One should note that learning is most active in early childhood when specific brain architecture is formed. Connections between neurons are quickly created during this period as the response to different stimuli and actions, but this process does not stop during the life (Center on the Developing Child at Harvard University 2018). Therefore, people learn best when they stimulate their brain to build new connections while becoming involved in new thought-provoking activities. It is also possible to refer to the Brain-Targeted Teaching Model that was developed to demonstrate what components of teaching should be used to stimulate the most active and outcome-oriented learning. These components are an emotional climate, an appropriate physical learning environment, learning experience, opportunities for improving skills and application of knowledge, and evaluation based on feedback (Hardiman 2010). If all these components are present in a learning environment, students receive many opportunities to gain knowledge and practice skills most efficiently because of feeling comfortable, being motivated, and understanding the goals for developing. It is important to measure learning while focusing on changes in acquired skills and possibilities to apply new knowledge. Therefore, educators’ feedback is extremely important to help students to modify their approach to learning concerning assessment results (Hardiman 2010). If learning has a positive impact on individuals’ personal development, study, and social interactions, while being associated with improvements in academic and personal spheres of life, it is possible to speak about positive results of learning. Moreover, referring to the theoretical aspect of learning, one should state that educators’ guidance leads to the development of individuals’ critical thinking skills, and measuring it with the help of different tests, it is possible to demonstrate what results in learning have been achieved (Riley 2016). These aspects are important to support students’ development. People learn and develop in various ways because of differences in their perceptions of these processes. According to Thomas and Sarnecka (2015), some people are inclined to view their intelligence as stable, and their motivation to learn and develop is low. Furthermore, some persons consider their intelligence as flexible, and they choose to learn actively to develop their abilities and skills (Thomas & Sarnecka 2015). Optimal ways to learn and develop for these individuals will be different because of their motivation. Persons from the first group should be actively motivated by educators to develop and achieve more in their learning. Thus, effective education depends on the choice of external and internal stimuli and rewards to use. Much attention should also be paid to different learning styles used by individuals depending on their brain architecture (Center on the Developing Child at Harvard University 2018). Therefore, learning is effective when an individual-based approach is followed to stimulate a persons’ development. To achieve high results in teaching students, it is necessary to be open to changing not only the philosophy of learning