Certain trends in the approach to skills, plus other similar ones in various other plans of the educational sciences, aim to highlight what is called school learning, especially the aspects that concern its concerted evolution. For our part, we have proposed in this article to try to identify, within the general framework of competenceology, that is, the science about competences, those aspects that characterize and determine an effective learning. To be able to achieve this, we considered it necessary to have a discussion around the science of learning in consensus with the science of the brain.In an attempt to highlight an essence of the phenomenon of neurolearning, several ideas from the field of (post)modern education were approached. In this analytical context, neurolearning turns out to be the great matter of learning, which has led us to consider some fundamental aspects that induce the peculiarity of this phenomenon. And, to be even more explicit, we must specify that neurolearning is, up to a certain point in the analysis, consubstantial to the process of “climbing” up. From this perspective, apart from conceptualization, it is also likely to contain a certain part of the aspects of realization.