In my paper I reconstruct some aspects of what we actually do in 'approaching' the world in learning: In learning we face a problem of (physical or mental) acting that makes us willing to transform ourselves. In learning in doing we incorporate structures of what our doing is situated in and this makes us know how to solve the problem. In cognitive learning we act thinking i.e. we envision something by the use of symbolic or iconic signs. In learning we then produce a new problem-solving approach to the world by modifying the vision or by transforming the structure of the envisioning. Both are done by interacting with (directing and being directed by) the circumstances this learning is situated in: our body, our social mates, our things, our signs and our pedagogical assistances. So our learning does not simply take place in our 'head' but between us and our situation. (Holzkamp 1995; Künkler 2011; Lave and Wenger 1991).