A Cultural-Historical Approach to Learning in Classrooms

Abstract

The basic conception of this paper is to conceptualise learning as a change in relation between a person and the world through change in his/her capacity for tool use and interpretation of artefacts. Further this relation has to be defined within a context (state, societal field, institutional practice and person’s activity). Both context and tool/artefact have to be seen as objectification of human needs and intentions already invested with cognitive and affective content.