Concepts of organizational learning, originating from organizational theory, have raised awareness in management education and business practice about the necessity for continuous as well as radical processes of change and innovation within organizations. However, the theoretical maneuver of relating the learning concept derived from psychology to the concept of organization leads to new analytical problems that have not yet been sufficiently resolved. The study discusses the previous responses and their analytical weaknesses in light of social systems theory, suggests a future social theory of organization, outlines the conditions that favored the career of organizational learning concepts in management education and business practice, and finally questions how these concepts function socially in pragmatic contexts.