This article proposes a theoretical approach informed by the pragmatist analysis of social action and learning, more precisely the concepts of habit and inquiry and Dewey and Bentley’s concept of trans-action. Knowledge is viewed as a set of emergent patterns of action, always in the making, and learning as one specific aspect of the process of acting and meaning-making. This perspective is used to overcome such dichotomies as stability/change, Self/others, structure/process. Meaning schemes involved in the transactional process, carried by human minds or material artefacts, have different levels of inertia. The resulting de-synchronization between meaning-making processes triggers inquiries to restore habits and meanings. Under certain conditions, inquiries may prove infelicitous and lead to crises. Three mini-cases are presented to illustrate the proposed framework.
LORINO, P. (2013). Transaction and Transformation: A Pragmatist Perspective on Learning. Dans: OLKC 2013.