Vignettes and anecdotes, innovative research instruments developed by the research groups around the Innsbruck Vignette Research (IVR) (Schratz et al. 2012; Schratz et al. 2013, 2014), will be presented as most adequate to gain new insights into experiential learning at school. Learning is puzzling us as a still undisclosed phenomenon, despite the fact that almost any discipline from psychology to sociology, from the medical to the neuro-sciences are exploring it. While it withdraws itself in its beginning and closure it articulates itself in corporeal, relative, timely and spatial dimensions as well as in various phenomena one of which will be presented in this contribution. A craving for knowledge, a longing for insight as well as the passion for learning are frequently desired by both educators and parents but hardly found at school, particularly if students become older. Students are busy managing tasks and passing exams while teachers due to time pressure and (assumed) curricula constraints fall back into the mode of informing and instructing instead of lighting the fire of a steady flame for wanting to know and learn (Meyer-Drawe 2012). In this contribution we present insights from a grant-funded research project in Austria (Schratz et al. 2012; Christof und Schwarz 2013; Schwarz und Schratz 2014) how vignettes and anecdotes support exploring the inaccessible, e.g. experiential dimensions of learning at school. In this we tackle the following questions: How and in what forms does craving for knowledge, longing for insights and passion for learning show itself in what students experience at school? How can the flame of a burning ardour for learning be lit and kept alive? How can teachers be leaders in this and lead their students into becoming leaders themselves?

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