The purpose of this article is to discuss the relationship between learning, epistemology, and intersubjectivity in the context of problem-based learning and project-oriented work at a university level. It aims to show how the collaboration of students in a group over a long period of time can put emphasis on the knowledge-practice discussion, and thereby on some of the values required to progress in science as a field and to develop knowledge. This article focuses on the ways in which the dialectical interplay between the individual's learning and the groups' learning process can be described through the development of a project in a field. This process of dialectical interplay is a matter of cognition and development of the self as well as the development of competencies and knowledge. Learning is a process based on the involvement of the self, engaging and interacting with a problem and with others. The process of learning during problem-based activities is described as the development of knowledge about something while simultaneously developing reflexivity and skills in order to understand oneself as a learning entity. In order to understand this learning process, we need a perspective on how to understand the human being and the consciousness--that learning is always about the individual and therefore requires an understanding of the ontology of the human being. This requires a discussion about the process of interacting with knowledge, and how to handle the processes of understanding, and the contradictions that appear in particular learning contexts. The grounds for the development of intersubjectivity, which is required for the engagement of interaction, thus appear to be an important component for learning. This article will examine these questions and themes from a broad phenomenological and dialectical perspective.