Educational research on learning models highlights the need to activate awareness in the individual to assess knowledge and its function. This presupposes that the very knowledge does not have the character of a passive reflection of an already existing order of things. Rather, it is a question of recognizing in the individual the dynamic identity between learning and acting.
In this context of investigation, it may be useful to revisit some fundamental lines of thinking expressed by classical American pragmatism, according to which human being is essentially action. Hence, everyone at the same time, is responsible to contributing to the production of a situational truth and to its con-validating. In this sense, the function of knowing as learning cannot be separated from its connection with a social praxis.
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