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• Comment: Multiple sections are uncited. Furthermore, the article only cites one source, which is not enough to demonstrate that the subject is notable for its own article Icepinner (Come to Hakurei Shrine!) 14:45, 11 June 2026 (UTC)

Learnable Theory^[1] is an interdisciplinary theoretical framework developed by Prof. Luca Magni - Luiss Business School - within the scope of studies on cognition, language, and leadership, aimed at describing the mechanisms through which human beings construct, learn, and stabilize meaning. At the center of the theory is the concept of the learnable, understood as an elementary unit of semantic learning: a dynamic construct that mediates subjective access to reality through linguistic, cognitive, and experiential configurations.

The theory is positioned at the intersection of cognitive linguistics, philosophy of language, neuroscience, and organizational sciences. It assumes that meaning is not a stable or purely referential given, but rather emerges from recursive processes of interaction between internalized symbolic systems and situated contexts. In this sense, learnables function as integration devices that connect perception, experience, and language, enabling the shared construction of sense-making.

A distinctive element of the Learnable Theory is the notion of semantic-syntactic coherence, which indicates the alignment between linguistic structures and internalized configurations of meaning. Perturbations of this coherence—for example, in cases of conflict between interpretive systems—are interpreted as generative moments in which new learnables emerge or existing ones restructure. This process is described through dynamic models that include phenomena such as priming, inhibitory dynamics, and neural reuse, suggesting a neurophenomenological basis of meaning.

The theory also introduces original constructs such as umbra cones, which represent regions of ambiguity or semantic latency within a cognitive system, and the helical spiral of meaning, which describes the non-linear and cumulative evolution of learnables over time. These models make it possible to analyze how individuals and organizations process semantic discontinuities and develop new forms of understanding.

In terms of application, the Learnable Theory has given rise to the Meaning-Generative Leadership model, which interprets the role of the leader as a facilitator of sensemaking and negotiation processes within complex systems. In this framework, leadership is not conceived as an exercise of control, but as the ability to intervene in the semantic devices that guide collective action.