ABSTRACT
In this discussion, we argue that scientific knowledge, as a very recent type of cultural knowledge, is domain-specific knowledge, i.e., if performing a certain task implies mastering a certain knowledge, then a domain is the set of tasks that can be performed with this certain knowledge. Extending the domain of knowledge validity is the main aim of learning by instruction, based on teaching an increasing number of tasks involving this knowledge. In contrast, domain-general knowledge is based on the type of knowledge (like face recognition) that is usable for any task where this knowledge is relevant.
