Description: The paper depicts transformation as "conflict on stage" where the incommensurability of the related concepts: learning, knowledge and meaning, is problematised. As the particularity of learning events is of a special interest, with reference to aestethic meaning making , my purpose has been to make transformation concrete withot loosing a socio cultural framework. Knowledge as provincial and fluid, on one hand, and learning objectives, curricula etc. on the other, arises several questions in higher educational institutions. The learning situation as a cultural arena (Vygotskij) with personal actions (Dewey) and structural participation (Lave & Wenger) is considered a performance (Bauman) to be read as a text. A drama pedagogical perspective provides a reading based on the interdepence between form and content, where embodied cognition is not separated from scholarly knowledge but metaphorically relates to each other. I wish to introduce a vocabulary for dealing with complexity. Methodology: I have constructed a frame analysis model for a three dimensional reading. It is a topological guide for relations between the concepts of learning, knowledge and meaning. The implication of the nonlinear and asymmetrical connections between human inquiry and sociatal discource, is concretised in two methodological directions. A close reading of collective transformative learning processes, as bodily and oral participation, in a problem based learning setting is realised in a case study, the epistemic act "in situ". A rhetoric study of the contextual "terra" is condenced in a distant reading of forms of knowledge. The shift of perspective is central in a pragmatic dramapedagogical approach. The metaphor is a lense when bridging the incomparabilities in a reasoning where the two readings are connected. Conclusions: 1.A logical structure of transformation as dramaturgical turningpoints is similar in progressive inquiry and in the formation of knowledge. Empowering personal knowledge and multidimensional rationalities, also in formal educational settings, emphasises a cultural stage where negotiation is dialogical. The dialectical movement of transformative processes between actions in flow and reflective standpoints is visualised in a semiotic square (Greimas) and translated into a narative vocabulary (Bachtin) . 2.The aristotelian form phronesis is found helpful in making other forms of knowledge, as techne or episteme, more accessible. There is a need for a new valuation of learning as a creative process to bring about the premises of empowering each learner. 3. The presupposition of the performabilty of transformation has been highlighted. 4. The meta theoretical approach in drama pedagogics as a theory emerging from practice shows the complexity of learning as a text of inter texts.