Abstract Human learning is a continuous and developmental process that accompanies the individual from birth to old age, transforming knowledge into experience and experience into meaning. The Ergagogy Theory does not emerge as an isolated stage of human development, but as an essential and until now missing component of the broader framework of human learning: the domain in which knowledge is generated through work. The principles of Special and Inclusive Education form the conceptual foundations of this perspective, as they view learning as a process that recognises each person’s uniqueness, differentiates the means and pace of their development, and leads them toward creation. The proposed ERGON Model highlights learning as a pathway toward the ultimate aim of Ergagogy, which is Cultivation. Through this integrative lens, Ergagogy seeks to complement the existing domains of Pedagogy, Andragogy, and Geragogy, establishing a Holistic Theory of Learning which begins with the earliest phase of experiential development, Moragogy, unifies all stages of human growth, and culminates in the wisdom of later life, where learning becomes a way of being. Keywords Ergagogy Theory; Ergagogue; Work-Based Learning; Humanagogy; Moragogy; Pedagogy; Geragogy; Andragogy; Lifelong Learning; Generativity; ERGON Model; Learning-in-Action; Experiential Knowledge; Inclusive Learning; Adult Development; Cultivated Human Capital; Human-Centered HRM; Meta-Agogic Framework; Unified Learning Theory; Meaning-Making; Embodied Cognition; Work as Knowledge Production; Human–AI Collaboration; Workplace Learning Cultures; Learning through Work
PETSAVAS PAVLOS (Sun,) studied this question.