From an educational perspective, this kind of phenomenon represents a tantalizing opportunity for deep, transformative learning. To this point, however, relatively little attention has been given to the role of automatic, non-conscious processes in situations where significant learning is occur- ring. Typically, the non-conscious perceptions of interest are reflexive biases and prejudices. Scholars interested in automaticity could make important contributions to understanding the nature of compelling learning experiences if they turned their attention to the kinds of non- rational perceptions associated with the emergence.
