>The conclusion I draw from this is that, in organizing opportunities for
>knowledge construction in schools, we should place the emphasis on
>_knowing in and for activity_ rather than on mastery of knowledge objects
>detached from situations in which they can be used. In a paper that I am
>currently working on, I am trying to develop these ideas more thoroughly
>and to relate them to actual data from classrooms in which the teachers
>are trying to enact these principles. I'd be happy to send the current
>draft of this paper in return for constructive dialogic knowing in response.
>
I think that was the central point of Lave's _Cognition in Practice_ which
contained an extensive and critical review of past work on transfer of
learning.
---Tim