Abstract
The method “course of action” allows a global study of learners and the dynamic of their knowledge in education and training. It makes possible a description made by the individuals that talk about their experience. Based on the paradigm of enaction, it promotes an experience-based conception of knowledge rather than a representational conception of knowledge: it is considered as experiences about familiarity, that go beyond here and then.It is for this reason that the description of knowledge as a set of propositions is to be criticized: it offers a diversity of descriptions that are insufficiently controlled for, and may introduce an implicit representational conception that contradicts the theoretical requisites. Thus we propose a minimal grammar that would constraint knowledge description. It associates the recognition of known totalities (Gestalt-type) and the enaction of typical properties in action and reasoning. This grammar permits to describe all types of knowledge from the standpoint of learners and thus review empirically the traditional distinction pedagogy/didactics.