ABSTRACT
The previous two chapters discussed how knowledge is constituted through studying, which we refer to as ‘learning on the individual level’ (in the title of this chapter, simply as ‘learning’). In this chapter we will deal with how learning is constituted through research, which-again in the terminology introduced in Chapter 1-yields ‘learning on the collective level’.1 We will argue that these two kinds of knowledge formation can be seen from the very same perspective and doing so gives us a better understanding of the relationship between the different aims of the university than recurring opinions about the allegedly inevitable or mythical relationship between teaching and research. We will continue to use the term ‘research’ because we anticipate negative reader reactions if we continually refer to ‘learning on the collective level’.
