Affective and cognitive contexts in learning processes

Thorough a theory of social action as performance and an interpretation of crucial dilemmas of evolution's paths in the present world (energy's transformation in information and control or energy's transformation in wisdom), the author explores the relations between the affective and cognitive contexts which are in the root of learning through competences in the school's scene. The social production of affect in education is needed to go far ahead of some pedagogical traditions, with inherited bias: therefore, the author suggest new approaches that take into full account the subject and his affective context. Some empirical research is being made to support this view.