ABSTRACT
There is a lovely unfairness about writing commentaries on the more considered works of others. There is none of the burden of fashioning a carefully developed and formatted report, and one can read not only for the issues the authors intend but read others into relevance as well. At the same time, the exercise is on condition that we treat the received papers critically but also appreciatively. In the materials at hand, the chapters by Suzuki and Kato, and Kaptelinin and Cole, there is much to appreciate. Both projects take up remarkably similar educational programs on opposite sides of the world and show us something of the new orders of curriculum and instruction that computer-supported learning affords. And they do so with what seem to be very kindred analytic programs, each oriented to the description and analysis of the enacted or “situated” organization of these new kinds of collaborative settings and learning tasks.
