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Dynamic subcellular distributions of signaling system components are critical regulators of cellular signal transduction through their control of molecular interactions. Understanding how signaling activity depends on such distributions and the cellular structures driving them is required for comprehensive insight into signal transduction. In the activation of primary murine T cells by antigen presenting cells (APC) signaling intermediates associate with various subcellular structures, prominently a transient, wide, and actin-associated lamellum extending from an interdigitated T cell:APC interface several micrometers into the T cell. While actin dynamics are well established as general regulators of cellular organization, their role in controlling signaling organization in primary T cell:APC couples and the specific cellular structures driving it is unresolved. Using modest interference with actin dynamics with a low concentration of Jasplakinolide as corroborated by costimulation blockade we show that T cell actin preferentially controls lamellal signaling localization and activity leading downstream to calcium signaling. Lamellal localization repeatedly related to efficient T cell function. This suggests that the transient lamellal actin matrix regulates T cell signaling associations that facilitate T cell activation.

This paper establishes the basis for a pragmatist-inspired theory of human action to predominant ideas about knowledge, learning and education. As a necessary prelude to an examination of pragmatist theory's position on human action and its specific focus on habits and creativity, pragmatism is defined and then related to inquiry. Next, the fields of adult education and social movement learning are explored for their continued resonance with the main educational tenets of pragmatism. Following this, a separate section on habits and creativity is offered to highlight a key relationship for the design of educative environments. Knowledge is addressed in a section that explains it as a carrier of routine and a bridge in the individual-collective nexus. The paper ends with five features of an educative environment designed for social change, each of which is identified in relation to the tenets of pragmatist theory.