Our argument concerning the debate around the process of "conceptual change" is that it is both an evolutionary learning process and a revolutionary paradigm change. To gain a deeper understanding of the process, the article focuses on the discourse of educational facilitators participating in a community of learners. Applying the methodology of "Semiotic Evolution," the micro-process of learning within the group was traced. Analysis of the interaction between individual learning and group learning within the discourse enabled us to postulate a hypothetical three-stage model of the process. The model indicates that conceptual change is an experiential change rather than a cognitive one, an intentional change of identity, a change of the person's relationship with the world. (Contains 1 figure.)