The current study identifies the reasons why change in traditional perceptions of learning is needed by tracing the philosophies of traditional methods and their effect on the perception of learning, and proposes an alternative geodesic approach, the Mind-Mapping Approach (MMA). Inherent in the model is the implication that traditional methods do not facilitate effective holistic thinking and as a result, do not produce effective lifelong learners. Extrapolated from the MMA model and its assumptions, is a practical framework, the MMA, that, when implemented within learning environments, will foster geodesic thinking which is in natural compliance with the functioning of the brain and therefore to be preferred. The study tested the validity of the above assumption by providing training in an alternative geodesic approach, the MMA, to a group of 45 teachers and therapists that work with learning disabled pupils - this comprised the first experiment of this study. The teachers and therapists in turn used the MMA methods with their pupils (639) - this comprised the second experiment of the study. In this way both the MMA as a geodesic framework, and the actual effectiveness of the MMA training programme in conveying geodesic principles, were evaluated. The results indicated that although significant benefit was derived by the teachers and therapists from the MMA training, these were conservative. Furthermore, the overall longitudinal trends of the pupils' results also indicated that a significant positive change was experienced by the pupils with the introduction of the MMA methods, but not to the extent predicted. It is speculated that this conservative, although significantly positive improvement in the teachers, therapists and pupils is attributed to the fact that the MMA methods are geodesic facilitating improved thinking, problem-solving and research skills, and innovative learning. However traditional methods of teacher training, testing and evaluating do not facilitate these skills as their emphasis is on the accrual as opposed to creation of facts. It is possible therefore that the conservatively positive results of this study reflect the "carry-over" effect of geodesic training. It can be said that the partial application of the MMA methods by the teachers and therapists did improve the performance of the pupils and that this study was therefore successful, but that the results would have been more positive had the pupils been evaluated in a way that matched the geodesic training. In addition, the study provides valuable information regarding the effect of geodesic systems on traditional systems of learning.