הליכה בתלם ונוודות

Action research abounds in education systems as a method of introducing change, and is anchored in the conception of change as a pre-designed procedure. Indeed, it has benefited many learners on the individual level. However, it has also revealed many of the problems that underlie the notion of change, as it is associated with essentialism. This paper attempts to provide an additional/alternative conception of change, drawing on the processual approach that intrinsically intertwines thinking and acting within a unified conception. Embracing a processual approach enables the emergence of new knowledge while, concurrently, liberating our thoughts from preconceived linear categories and dualities. Such knowledge emergences cannot be anticipated in advance. Rather, they are made possible under free and nomadic spaces wherein becoming is the continuous mode of change. The paper proposes to the reader a new way of thinking and new concepts. These include diffraction, that is substituting reflection and intra-action as a dynamic process that complements the notion of interaction. The paper contains a conceptual shift towards processual understandings, and proposes new concepts and a different language to cope with dynamic and unforeseen changes.