The aim of the presentation is to introduce a theoretical mechanism for learning and a methodological approach for analyzing meaning making in classroom talk and action, viz. Practical Epistemology Analysis. It examines the potential of the approach for illuminating learning on a discursive level, i.e., how discourses change and how individuals become participants of new practices. The approach involves a high-resolution analysis of how meaningful relations are built in encounters between individuals and between individuals and the world. The approach is based mainly on the work of the later Wittgenstein, but also on pragmatism and socio-cultural research with the explicit aim to analyze the relationship between the design of teaching and what students learn. We demonstrate the basic use of PEA in two short transcripts that we share with the presentation of Joint Action Theory. One of the transcripts come from labwork in science education.