Perspektivenwechsel. Lernen ist nicht nur Wissensvermittlung

Teaching and learning situations are only super ficially described as transfer of knowledge. Beneath that surface complex processes of understanding influence the teacher-learner as well as the learner-learner interaction. Learners bring previous knowledge, experiences and attitudes into the classroom which may facilitate but also inhibit learning; they are not usually invited to express their beliefs, doubts and expectations and make them part of their individual learning prcoesses. The author describes a pragmatic framework in which learners reflect on their subjective theories so that they can subsequently form an emotional basis for classroom interaction.