Disillusioned by behaviourism 30 years ago, we began to study ‘Learning Events’ in their natural habitats outside the laboratory.

Eliciting the personal constructs someone used to describe a learning experience and talk back through objective records of the same learning event, kindled excited discussion about the discoveries that they (the subjects of our experiment) were making.

Queries from those close to them about subsequent changes in our subjects’ performance, motivation and understanding led us to examine the exact nature of these initially unintended learning conversations.

Slowly but surely a new conversationally scientific methodology emerged.