Reframing learning management beyond performance and accountability: Implicit memory and human formation

Contemporary discussions of learning management are predominantly framed through the logics of efficiency, accountability, and performance measurement. While such approaches offer organizational clarity, they often overlook the formative, relational, and ethical dimensions of educational practice. This article reconceptualizes learning management as a formative practice that participates in processes of human formation and subjectification. Drawing on educational philosophy and selected insights from educational neuroscience, it introduces implicit memory as a mediating concept for considering how educational experiences may contribute to formation through emotional, interpersonal, and bodily engagements beyond conscious instruction.