Life‐Long Learning of Leonardo da Vinci: Exploration of Cardiovascular Anatomy
Authors: Robertson Kyle A. , Byram Jessica N. 
Published: May 2022

Introduction

A polymath, a person of wide‐ranging knowledge or learning, is the one‐word encapsulation of Leonardo da Vinci. Especially the latter, learning, much of Leonardo’s attributable achievements are contributions and explorations in areas of study modernly categorized as anatomy, architecture, engineering, painting, and illustrations were accomplished because of his insatiable love of learning and curiosity. Given Leonardo’s illegitimate birth status he could not attend the formal “Latin Schools” of the period. Instead, through experimentation and observable experience, a self‐directed and self‐motivated learning style arose. Leonardo stated “They will say that because I have no book learning I cannot properly express what I desire to describe – but they do not know that my subjects require experience rather than words of others.” Framed in the transactional epistemology of experiential learning theory, this study sought to explore what anatomy educators can learn from the life’s work of Leonardo and what can be extricated from his mindset and knowledge integration. Specifically, the aim of the study is to describe Leonardo’s lifelong learning through the lens of experiential learning in the context of cardiovascular (CV) anatomy, as Leonardo integrated knowledge of apprehension (i.e., empiricism, observation) and comprehension (i.e., rationalism, using of “theory” or concepts) into an understanding of the function of the aortic valve.

Methods

Document analysis was used to provide systematic evaluation of books, illustrations, and articles written through the lens of art historians, educational theorists, and physicians allowing the researcher to apply experimental learning theory to Leonardo’s conceptualization of CV anatomy.

Results

Leonardo demonstrated knowledge integration via observations of eddy formation in a flowing river (apprehension), and conceptual drawings of eddy formation in a branching tube (comprehension). Further he applied the interplay of organism and environment represented as the macrocosm of the river to the microcosm of the tube arising from the heart (i.e., aorta). Applying this experiential formation of knowledge, he constructed detailed drawings encompassing the flow and angles of closure of the aortic valve cusps. Taking this one step further he tested his assumption against an observable model crafted from a caste of a bull’s heart. Thus, testing the knowledge of comprehension, the conceptualization of how the aortic valve functioned, with observable experimental knowledge of apprehension.

Conclusion

Applying the Experiential Learning Cycle, Leonardo’s knowledge formation was grounded in a concrete experience, of both observing nature and the dissection of both human and animals. Reflecting on these experiences and moving between the macrocosm and microcosm allowed Leonardo to conceptualize in the abstract how the aortic valve functioned, thus enabling Leonardo to build a model cast to test his abstract conceptualization with active experimentation. Unbeknownst to Leonardo, the use of experiential learning allowed for an appreciation of the complexity of the aortic valve but was not sufficient in completely overcoming the dogma of the period. As such, it is important as educators to appreciate that if learning from experiences is to be achieved then there needs to be a belief that learning is possible and may be developed through one’s own experiences to nurture the possibility of developing a learning identity.