Learning Form and Sense: from Insight to Enaction

This paper distinguishes between two senses of the learning experience: the acquisition of socially appropriate behaviours and the comprehension of the sense of a problem. While the enactive approach provides insights into both aspects of learning, we focus on the latter, which is less frequently discussed. Drawing on the notion of insight from Gestalt theory, reinterpreted through Bergson's philosophy, we argue that, through an enactive lens, learning aligns more closely with what we could call an “embodied insight”. In this perspective, learning is characterized less by producing adequate behaviors and more by grasping the sense linked to the invention of problems. From the standpoint of enactive education, this entails unlearning old habits to access a non-arbitrary, shared dimension of sense-making in learning.