Theoractive learning is an essential ingredient that can complement various academic theories, making them easier to apply to a learning environment. Although it appears that theoractive learning is the effect of the beneficial causes of teaching and learning in certain contextual settings; theoractive learning is, however, actions-oriented and relies on Skills, Ability, Competences and Intelligences (SACI). Theoractive learning research was conducted at the University of Tampere, Finland, in 2011 with students' participants from 7 countries. Although the participants found difficult to relate the transformation of theories into practices, they were theoractively conscious. A theoractive actions-orientation is based on critical reflexivity of content and process learning. It teaches through Art and Science educational domains, while applying a multi-dimensional attachment of theories and practices. The Art of Science and the Science of Art are two non-comparable and inseparable phenomena that are reliant on theoractiveness of orienting actions through the learning paradigms of content learning, process learning, and critical reflexivity, which requires SACI.