ABSTRACT
The view of learning has a number of levels. At a micro-level it concerns the structure of human awareness and how certain pedagogical situations support a productive restructuring of awareness to lend greater understanding; at the individual level it concerns variation in the knowledge relations that people have with the phenomena in the world around them; and at the pedagogical level of classrooms, laboratories and workplaces it concerns the variation in ways of experiencing phenomena that can arise through pedagogical measures. Learning can be characterized as changing one’s way of experiencing some phenomenon, and teaching is then creating situations where such change is fostered.
