Series foreword
Published online by Cambridge University Press: 05 October 2010
Summary
This series for Cambridge University Press is becoming widely known as an international forum for studies of situated learning and cognition.
Innovative contributions from anthropology, cognitive, developmental, and cultural psychology, computer science, education, and social theory are providing theory and research that seeks new ways of understanding the social, historical, and contextual nature of the learning, thinking, and practice emerging from human activity. The empirical settings of these research inquiries range from the classroom to the workplace to the high-technology office to learning in the streets and in other communities of practice.
The situated nature of learning and remembering through activity is a central fact. It may appear obvious that human minds develop in social situations, and that they come to appropriate the tools that culture provides to support and extend their sphere of activity and communicative competencies. But cognitive theories of knowledge representation and learning alone have not provided sufficient insight into these relationships.
This series is born of the conviction that new and exciting interdisciplinary syntheses are underway, as scholars and practitioners from diverse fields seek to develop theory and empirical investigations adequate to characterizing the complex relations of social and mental life, and to understanding successful learning wherever it occurs. The series invites contributions that advance our understanding of these seminal issues.
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- Information
- The Computer as Medium , pp. vii - viiiPublisher: Cambridge University PressPrint publication year: 1994