ABSTRACT
I think the open, project-based environments of the sort David Shaffer and I studied productively challenge business as usual in education. Many of the reasons I think so are reflected in this chapter: unexpected but inevitable divisions of labor, the daily collision of emergent and assigned (roles, problems, etc.), and the uncloseable gaps between what people learn and what earns credit. I would add to this list an issue that Nemirovsky’s commentary highlights but was underdeveloped in my chapter: the ways that cognition in the wild is often hard to squeeze into singular disciplinary boxes. In both these cases, architecture and mathematics intermingle in ways that were hard to describe, though I have tried to do so elsewhere (Stevens, 1999, 2000).
