Chapter five draws out the analytic benefits of considering learning and instruction as fields of social practice. The fact that over the years the field has continuously produced the same undesirable, unintended consequences calls for a systemic account of the dynamics of the field. The chapter then develops the broad implications of the analysis in the book. It argues for a grounded approach to the study of cognition in practice. It further seeks to historically account for the systemic dynamics that fix the field in its permanent, sub-optimal position.