Social Learning from the Inside Out While humans have studied the brain since ancient Greece and perhaps before that, neu- roscience is a very young field. Although an association of professional scientists known as The Society for Neuroscience was formed in 1970 (Bear, Connors, & Paradiso, 2001), it wasn't until the development of measurement and excitation technology (George, 2007; Ward, 2006) in the early 1990s that the field began to flourish. Examples of these technologies include functional magnetic resonance imaging (fMRI), the electroencephalograph (EEG), and transcra- nial magnetic stimulation (TMS); (George, 2007; Kurzweil, 2005; Ward, 2006). fMRI is used for neuroimaging to produce precise measurements of brain structure activity (Hyman, 2007). EEG is another noninvasive technique that measures the average electrical activity of large populations of neurons (Nicolelis and Chapin, 2007). TMS uses head-mounted wire coils that send very short but the brain. The neuroscience findings that have emerged since the 1990's form the foundation of this paper. With learning and knowledge at the core of our exploration, we will (1) develop a common understanding of baseline definitions; (2) discuss the creation and sharing of knowl- edge from the viewpoint of the mind/brain; (3) discuss social interaction and the mind/brain, including environmental impacts on the creation and sharing of knowledge; and (4) extrapolate the individual learning and knowledge activity to the societal level through a short introduction to collaborative entanglement (learning to create knowledge as communities), and then the use of metaphor and story. DEVELOPING A COMMON UNDERSTANDING