This paper reviews the birth, growth and future issues in learning sciences, an ever-<br/>growing discipline of human learning research. In the former part of this paper, we trace<br/> three groups of researchers who dealt with learning in real classrooms based on their<br/> own cognitive studies in 1970s through 1980s. Their trajectories demonstrate the learn-<br/>ing sciences as a natural outgrowth of cognitive science as well as a good test field of<br/> learning in reality. In the latter part, we discuss current moves of the learning sciences,<br/>and identify three issues: (1) how to change and realize our visions of "learning goals,"<br/>(2) how to use technology in order to keep records of learning, and (3) how to help<br/> everybody make the new version of "learning sciences" as a core common science of all.<br/> As an example to deal with the issues simultaneously, we introduce teacher-researcher-<br/>government partnerships that create knowledge constructive classrooms, from which<br/> every participant can learn to revise her or his vision of goals and learning.