ABSTRACT
This chapter describes the Responsive Environments Project: to provide an analysis of its structure, to state its goals, and to give an informal progress report on some of its aspects. It constructs new formal systems which, hopefully, will be of use in formulating such a theory. The chapter designs equipment in accordance with the principles of the theory, both to facilitate testing the theory and for educational applications. It formulates heuristic principles which may prove helpful in guiding empirical investigations. The chapter tests parts of the theory as they are formulated. It suggests that some measure of symbolic stimulation might be linked to the variety of kinds and combinations of these perspectives available in an environment. The chapter organizes environments so that in any session a child can take any of these perspectives, or any combination thereof, independently of the level of sophistication or competence at which he is working.
