Ch. 2.: The Emergence of Learning Activity as a Historical Form of Human Learning
Helsinki, (1987)Abstract
Within developmentally oriented cognitive psychology, the unsatisfactory state of learning theory has recently evoked attempts at serious reconceptualization. One such attempt is Carl Bereiter's (1985) discussion on the 'learning paradox'. Another is Friedhart Klix's (1982) treatment of the evolutionary nature of learning processes. In an exemplary manner, these two attempts manifest the qualitative difference - or the paradigmatic boundary - between cognitivism and the cultural-historical approach to human development. They do this in spite of their advanced striving for ecological validity, and precisely because of it. By stretching the limits of cognitivism, attempts like these make the limits visible.