The purpose of this presentation is to describe and to discuss an attempt to bring artistic processes into a dialogue with other learning processes. – I argue as follows: A sensuous experience at times evokes an active, aesthetical response to a concrete challenge (Østern 2002, Østern 2008). This process of a spontaneous engagement is supposed to be central in the field of teacher education and in teaching, learning processes in general and in pedagogy as a whole (Patry 1989, Bergstedt 2011b, Herbert 2010, Østern 2008, Kraus 2008a et al.). Among others, concepts such as Pedagogical Tact (Althans 2007, Patry 2012) or Learning as an Event (Bergstedt 2011a) etc. refer to this aspect of momentousness. In order to grasp it theoretically and empirically as well, we have to find a way to describe the qualities of transformations as learning processes (Dewey [1934] 2005) deriving from such active, aesthetical responses. 
At first, this question will be elaborated in didactical regards. Then it will be worked out, how this momentousness can serve as a reference for research. That is to say didactical and methodical procedures meet with methodological and scientific-empirical questions.
Then a setting for virtual education, the “Sensitive Threshold” (Kraus 2007, Bauch & Kraus 2008b) will be introduced. It is supposed to serve as a didactical means and at the same time as a means for empirical research. 

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