ABSTRACT
Learning is about effecting a change in long-term memory, and so it seems logical that learning institutions would claim that they are structurally about change, not just changing the knowledge levels in an individual but more broadly social change, technical or conceptual change for the better of society and the environment. This chapter explores such conceits in relation to the astonishingly material basis of change, which is all about commercial models of dealing and barter. The concept of mutuality—essential to student-teacher relations—is also shown to have direct links with change. Between transactional structures and rich mutual structures, the chapter suggests how change is defined by certain tipping points between enthusiasm and resistance.
