Carnegie Mellon University
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Perspectives on Learning, Thinking, and Activity

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journal contribution
posted on 2000-01-01, 00:00 authored by John 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.




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