I believe that Harold's posting touches much more than a question of semantics.

When we focus on learning (internal) rather than on external activities such as teaching/instruction, there is a danger of becoming caught up in something that we can't really measure. We can also easily disrupt natural processes because we try to mold natural thinking/learning processes to theorical processes.

Those who focus on learning also tend to value some forms of learning over other forms. If you can't think of examples you have been focusing on learning rather than on teaching.

We can also easily fall in the trap of labeling people with learning disabilities when it is the instructional methods that are not working.

Similar dangers exists for those involved in organizational change and for those who are building the technologies of tomorrow.

The black box approach has proven successful in many other fields so I tend to believe it can applied to education.