Learning is a relational phenomenon. In this research group, we work to support this thesis theoretically as well as empirically. In line with actor-network theory, we do not limit the relations to human relations, but see learning as something emerging between different “actants”, between students and learning material, between student and students, between teachers, between school managers, teachers and parents.

Being a relational phenomenon, learning is not only a cognitive process. We do not only observe the other actant in the relation; we may have feelings and emotions toward it. The other may also mirror our emotions, and by so doing, contribute to our understanding of our self. We learn about the other as well as our self in the relation. Learning is Bildung – shaping of our self.

We explore learning relations of different kinds, but with a specific focus on learning processes in schools. Schools are organizations – that is a set of relations. In schools – as organizations – learning emerges in through the networking of the different actants. Empirically, we study the role of relations on individual as well as on an organizational level. Which relations contribute to learning and in what ways? How do an organization contribute to the learning and development of the different individuals in an organisation? How does a school – as an organization – contribute to a learning for all?

Of our current projects is a study of how teacher support affects students’ learning by mediating self-efficacy and bullying in school. We have also studied the role of emotions in learning processes. We are currently working through empirical studies of relations in schools, as well as theoretically investigating relational concepts like “recognition” and “significant others”.

Recent publications

Dahl, Thomas. 2019. "The poiesis and mimesis of learning." In Performative Approaches in Arts Education: Artful Teaching, Learning and Research, edited by Anna-Lena Østern and Kristian Nødtvedt Knudsen. Routledge.

Firing, Kristian; Skarsvåg, Kåre Inge; Chemi, Tatiana. (2019) Using “The Staged Cocktail Party” to Improve Leaders’ Social Interaction in the Norwegian Military. Sensuous Learning for Practical Judgment in Professional Practice.

Dahl, Thomas. 2016. "Learning thinking: About the role and purpose of propeadeutics." In Modernity. Unity in Diversity? Essays in Honour of Helge Høibraaten, edited by Kjartan Koch Mikalsen, Erling Skjei and Audun Øfsti. Oslo: Novus Press.