Abstract

This article draws on the Conversational Structure Model (CSM) to explore a different explanation of the educational phenomenon. It is argued that education can be seen as a lifelong individual process that is lived by a human being in the different niches with which he or she interacts. These niches are modified by the persons' actions that are part of that structure; at the same time, the environments he or she interacts will modify the person, structurally. These structural changes produce, in human beings, behaviors different from those shown before the interaction: the person has learned. The conclusion is that education occurs in a specific kind of conversations.