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This text aims at testing the possibility to conceive the phenomenon of non - usage of the learnt knowledge, exposed and studied by the didactic of common sense, starting from the working spaces notion. It examines the hypothesis according to which this phenomenon could be related to the fact that a same problem can be approached from different working postures and spaces, and thus, from different knowledge and educations. Admitting this hypothesis, would it be possible to guide the students toward a voluntary change in posture to grant access to different perspectives of the problem and, once there, to new responses?