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The linear learning has as paradigm the learning of the Book. It is a learning of the known world. Part of the lived experience, integrates in the existing human knowledge, building from it. It has been effective in studying regularities and establishing general laws in balanced environments. On the other hand, expansive learning works in the realm of infinite probability, mobilizing creativity. The theory of expansive learning emerged in Finland in 1987, integrating various dimensions of psychology, neuroscience studies. Based on the works of psychology by Vygotsky, Leontiev, Ilyenkov and Davydov, who distinguished the contribution of cultural historical activity to learning (in parallel with the biological structure of the cerberus). Studies based on this theory focus on six lines of research. Learning as object transformation, Expansive learning as movement in the proximal development zone. Expansive learning as learning action cycles. Expansive learning as border crossing and network building. Expansive learning as distributed and discontinuous movement and formative interventions. Expansive learning theories aim to understand how learning develops as a lifelong process and help practitioners generate new learning, including the new issues facing humanity. For example, global warming, biological extinction, population growth, shortage of drinking water, etc. The theory of expansive learning is formed from bottom-up and outside-in analysis, thinking of learning as networks of activity and communication system, interconnected with shared or partially and often contested objects. These are subjective objects that are analyzed by sensory experience, emotion, personification, identity and moral commitment, through the methodology of Intersubjectivity.