Organizations learn identity: On a daily basis, they produce, secure, and risk a specific knowledge of identity, translating this within the tension of economic adaptation pressures and programmatic demands for purpose fulfillment into a practice of organizational self-presentation, into their own style. This organizational educational study of German-Czech border organizations aims at a subject-related theory of organizational identity learning. It combines a practice-theoretical analysis of patterns and strategies of this learning with methodological considerations for the pedagogical ethnography of organizations. The translation of the organization refers to the critical stance of the ethnographic organizational researcher as a translator and simultaneously names the central thesis of the subject-related theory: Organ.