ABSTRACT
Fundamental changes have been altering conceptions about the nature of the human mind in the decades since the cognitive revolution. These changes, it now seems clear in retrospect, grew out of two strikingly divergent conceptions about how mind works. The first of these was the hypothesis that mind could be conceived as a computational device. The other was the proposal that mind is both constituted by and realized in the use of human culture. The two views led to very different conceptions of the nature of mind itself, and of how mind should be cultivated. Each led its adherents to follow distinctively different strategies of inquiry about how mind functions and about how it might be improved through ‘education.’
