posted on 2000-01-01, 00:00authored byJohn R Anderson, James G Greeno, Lynne RederLynne Reder, Herbert A Simon
We continue the discussion of cognitive and situative perspectives by identifying
several important points on which we judge the perspectives to be in agreement: (1)
Individual and social perspectives on activity are both fundamentally important in
education; (2) Learning can be general, and abstractions can be efficacious, but they
sometimes aren’t; (3) Situative and cognitive approaches can cast light on different
aspects of the educational process, and both should be pursued vigorously; (4)
Educational innovations should be informed by the available scientific knowledge base
and should be evaluated and analyzed with rigorous research methods.