ABSTRACT
In this chapter, we recall the Deweyan logical-psychological distinction to address the two-dimensionality of the content transformation leading to cognitive change – having an ontological as well as epistemological dimension. We situate cognitive changes in the centre of the genetic parallel between cultural-historical epistemology and personal epistemology. Four types of cognitive change are discussed: epistemic contact, stabilization of epistemic contact (objectation), extension of epistemic contact (re-presentation), and idealization of epistemic contact. Following the genetic parallel, students, when learning, should proceed in an analogy of how the content was formed within the discipline. Based on this assumption, the model of discipline (as a cultural field) is introduced, and the issue of content transformation between culture, curriculum, and individuum is discussed. The point of the chapter is that there is a need to build a system of theoretical constructs and a methodology for the research and interpretation of interrelationships between epistemic operations on the level of individuum and disciplinary structures on the level of curriculum and culture.
