Investigators and examiners of learning settings frequently debate whether the beginner should adjust to the learning setting or whether the knowledge environment should adjust to them. Questionably this is the wrong issue. A better matter is: how does the setting form the beginner and, sequentially, how does the beginner impact the learning setting? In other expressions: what is the transactional relation of the learning setting? This takes account of understanding the impulse of the beginner with regard to the time and place in which he or she gets knowledge.