ABSTRACT
There are various theories from which to ground systematic inquiry into learning environments, which is, of course, the core enterprise of this volume. But which has primacy: “learning,” or “environment?” Risking the charge of theoretical reductionism, we suggest that discussions of theory in this area tend to argue for the primacy of the first or the second. As an example of the first, Piagetian (1980) constructivism views learning as changes in the individual associated with processes of assimilation and accommodation in response to a changing ecology or environment, whereas the second is exemplified by socio-cultural perspectives such as Vygotsky (1978). Other scholars have discussed, analyzed, contrasted, compared, not to mention championed or criticized various instantiations of these camps. (The interested reader should consult the special issue in Cognitive Science [Norman, 1993] and papers in Educational Researcher [Anderson, Reder, & Simon, 1997; Greeno, 1997] to sample this debate over the past nearly two decades.)
