The fact that many learning paradigms that exit today are mostly founded on traditional cognitive methods in the form of reflective thinking, I felt invited to find other alternative paradigms as new ways to attack unexplored areas of learning. One way that could lead to the construction of a new paradigm for learning is to consider reflective attitudes as a way to arrive at equally strong or even more effective methods by which affective aspects of learning could be accommodated. Thus, this paper attempts to propose–learning by conscience-as a new paradigm in education. The proposed paradigm is founded on reflective attitudes which are predicted to positively affect learning and learners. The paradigm is based on the hermeneutic approach and is derived from various means of investigation such as descriptive, analytic, and eclectic methods. The investigation reveals that open-mindedness, whole-heartedness, and responsibility are the three main components that could form a solid base for the proposed new paradigm of thinking and learning. The investigation also reveals that learning by conscience is projected to occur through impulse, experience, communication, and action.