The dominant learning paradigms conceive of learning as the construction of something, which, depending on the particular bent of the researcher, may be "meaning", "knowledge", "conceptions", or "conceptual frameworks". However, some recent studies conducted from very different theoretical perspectives showed that students cannot intentionally orient towards what is to be known after a curricular event precisely because the object that directs such an orientation (e.g., future knowledge) does not yet exist. The purpose of this study is to describe and theorize the phenomenon of becoming aware and to suggest the underlying movement as a more appropriate unit of learning. Epistemological, methodological, and instructional implications are discussed.