This is a such an interesting question – as it actually defines a significant part of the field of apithology research. The answer to ‘how can I learn apithology’ is: ‘apithologically‘.
This is not a tautology, rather it acknowledges that the field that examines generative dynamics is only accessible, by making the specific dynamics of generative learning observable, as a phenomenon.
The experience gained in doing apithology learning suggests that traditional pedagogy transmits knowledge and methods of knowledge already discovered proficiently. However, the forms of generative learning used in apithology require a different pedagogical premise. This theory of generative learning is called ‘apithagogy‘ and (when done well) reflects apithology theory and practice in its structure and processes.
In essence this is the type of generative learning humans do when initially mastering language skills in infancy and the rapid development of mastery in an unfamiliar skill that can be guided expertly (e.g. mountain climbing, crafting, juggling).
In terms of technical educational theory the learning of apithology requiries a conjunction of coherent foundational concepts, orientation towards the unknown generative, and integrations in orders of complexity through unfolding domains of relational ontology.
In developmental psychology theory the learning theory for apithology is beyond trans-disciplinary processes or meta-paradigmatic nominalism, using instead forms of humanity-scale para-paradigmatic constructivism.
All this means really is apithology is best learned as a practice of the ’embodied generative’, where each step of the learning pathway, leads to and enables well the next – in expanding orders of complexity, empathy, and personal capacity.