Experiencing and thinking difference in teaching, learning and assessment

Learning in the context of ontological change' is argued for as a necessary response to current challenges for the university and to change in society. A general approach to this response is developed. Criteria for the identification of ‘ontological learning’ are proposed, cases are identified, and an empirical model developed, theorised and tested. The features of the model are explored and related to the ideas of the theorists who influenced them. Our study compares with that of Stengers on ontological change in the sciences; experiencing and thinking difference is offered as an entry to ontological learning. The study itself is presented as an experience of learning through difference and thus as a case of 'learning in the context of ontological change'.