"In this important book Christina Erneling undermines one of the pervasive myths of our time - that there are culture independent mechanisms on the one hand and formal procedure on the other with which everything human is accomplished. Her target is the way this myth has led to the fatal neglect of the societal and linguistic contexts in which learning, like every other human activity, takes place. This book deserves the attention not only of those involved in schooling but of everyone with an interest in the development of mature human beings." --Rom Harré, Georgetown University, Washington DC and Centre for the Philosophy of the Natural and Social Sciences, London School of Economics
"In this book Erneling turns the tables on the common assumption that biology determines mind and dictates human development. Her Wittgensteinian perspective highlights the centrality of discourse, the meeting of minds, and social practices generally to human development and educational practices. While not denying the biological and individual psychological processes involved, she shows that imitation and participation in normative social practices are the governing mechanisms for the growth of mind." --David R. Olson, University of Toronto and author of Psychological Theory and Educational Reform: How School Remakes Mind and Society
"....Insightful, well reasoned, and thorough, the work is an excellent complement to Allan Collins and Richard Halverson's Rethinking Education in the Age of Technology.... Highly recommended...." --S. T. Schroth, Knox College, CHOICE
Can learning in schools be improved by encouraging children to work with the latest technology? In this thought-provoking book, Christina E. Erneling argues that powerful psychological ideas have influenced schools and their educational use of computers and the Internet, but failed to enhance learning.