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This paper critiques the recent emphasis in the post-compulsory education and training literature on the contextual, situated and problem-oriented nature of knowledge creation and learning. It argues that this is problematic on two grounds: first, in the way it understands how knowledge is created and used; and second, in the way it conceptualises the relationship between the individual, skill and the work-place. I use social realism to argue that the knowledge we need to use does not just arise from the context of our practice on the one hand, and on the other, in taking the fact of our embodiment seriously, I argue that learning needs to go beyond learning in the work-place or learning for work.