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This paper addresses the link between interaction and knowledge building, with reference to the interactionist, historico-social approach founded by Vygotsky and Mead, among others. This link is examined from empirical, interview-based research on couple construction. The inculcation, learning, and socialization dimensions of love relationships are studied from the perspective of the relationship between the socio-historic and singular micro-historic. Emphasis is placed on people’s ability to appreciate evaluating arrangements, to make mutual concessions, and to collectively adjust to these arrangements.