ABSTRACT
This chapter deals with the dimension in learning that concerns the interaction between learner and environment. This signals departure from the individual level and the internal acquisition process to instead focus on the connection between the individual and the social and societal level. Simultaneously the basis shifts from the human being’s biological-genetic constitution and its individual and societal development in this relation, to society’s historically developed structures and customs of which the individual forms a part. For the internal psychological dimensions, the individual is the setting, while the action takes place through the individual’s meetings with the environment. For the interaction dimension, it is the environment that is the setting, and the actions are the individual’s deeds in relation to
in the fact that all learning is ‘situated’, i.e. that the learning situation not only influences, but also is a part of, the learning. This is a quite fundamental condition which we all know about and have an intuitive experience of, but it is only in the last decades that it has seriously been included in learning research, and the very concept of situatedness was only introduced in 1991 with the book by Americans Jean Lave and Etienne Wenger entitled Situated Learning (Lave and Wenger 1991).
