Research in education has been aimed at understanding learning and knowledge acquisition. Several approaches have been proposed to explain this dynamic and seemingly complex process. These approaches have had some explanatory success. My presentation will give a perspective on one such recent approach, namely ``situated cognition.'' Its proponents come from the perspectives of different disciplines. However, they all agree that learning is situated, influenced by the physical, social and cultural context. I will argue that this approach is complementary to, rather than in conflict with, other approaches like ``symbolic processing.'' Learning and human cognition can only be understood through an appropriate confluence of approaches.
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