The process of learning in an adult is different from that which takes place inchildhood; the adult has a ground of acquisitions to which he is able to integrate thenew knowledge and assume his learning as an elective processrealeted to his motivations and interests. The adult as “bio-psico-sociological” totality feels, lives, acts and offers meaning to what he learns, as a part ofreality and the paradigm in which he is inserted. To consider him a separate entity in regards to the complex reality he represents, is to separate his nature and condemn him to bethe lack of understanding of his own rationality. To conceive a process of self-regulation in the learning of an individual, is to recognize in him the capacity to taking responsability for that being he represents; recognize him able to respond for himself, others, and the whole of his life andexistence, being respectful of the process that reveals him as an entity which is -by its own nature- unique and unrepeatable.El proceso de aprendizaje en un adulto es diferente al que ocurre en la etapa de la niñez; el adulto posee un piso de competencias al que es capaz de integrarla adquisición de nuevos conocimientos y asume su aprendizaje como un proceso electivo en función de sus motivaciones e intereses. El adulto como totalidad “bio-psico-sociológica” siente, vive, actúa y otorga significado a lo que aprende como parte de la realidad y del paradigma en el que se halla inserto. Considerar al adulto descontextualizado de esta compleja realidad que representa, es cercenar su naturaleza y condenarlo a formarse en la incomprensión de su propia racionalidad. Concebir un proceso de autorregulación en el aprendizaje de un individuo, es reconocer en él la capacidad de tomar las riendas de ese ser que representa; reconocerlo capaz de asumir la responsabilidad para consigo, para con los otros, para con el todo del vivir y existir, respetando el proceso que lo revela como un ente, que es -por naturaleza propia- único e irrepetible.