This chapter examines the concept of the “global learning economy” and challenges how the term is commonly used. While “learning” is often positioned as a modifier that enhances economic thinking, the analysis shows that the relationship is not one-directional. When applied to economics, the concept of learning is itself reshaped by the assumptions, structures, and priorities of the field.
Rather than simply describing a new type of economy, the term “learning economy” reflects a deeper interaction between language and meaning. The chapter argues that modifiers do more than refine existing concepts—they are also influenced by them. In this case, economics does not just adopt “learning” as a descriptor; it actively transforms what learning means in practice. This creates a dialectical relationship in which both terms evolve together.
To explore this dynamic, the chapter situates the learning economy within a broader discussion of research and rhetoric. Using a pragmatic language approach, it highlights how terminology shapes understanding, often without being critically examined. The widespread use of “learning” as a premodifier across disciplines—from organizations to cities—illustrates how language can gain traction without a clear or consistent definition.
The analysis ultimately raises a broader question: what happens when widely adopted terms are used without reflection? In the case of the learning economy, the risk is that the concept becomes normalized without a clear understanding of its implications.
This chapter contributes to a more critical perspective on how language operates in research and practice. It underscores the importance of examining not only what concepts describe, but how they shape the way problems are framed and understood.
This chapter originally appeared in the book Making Sense of the Learning Turn: Why and In What Sense Toys, Organizations, Economies, and Cities are “Learning”