ABSTRACT
This chapter discusses the fundamental question as to whether learning is a visible — or an invisible — phenomenon. Visible Learning is not instantly there in the moment that it can be measured or exposed. The epistemology of Visible Learning based on explicit verbalization does not cover the ontology of sensing, embodiment, unconscious learning and thinking. Most learning is not visible. Visible Learning relates to what happens at school. Visible Learning paradigm risks to ‘produce’ a blindness in seeing if it does not integrate questions concerning the content, the subject, and the context in its approach and procedures for investigation and examination. A key step in abduction is detecting empirical phenomena, which is more than just data — they are the relatively stable, recurrent, general features underlying the data.
