Christina E. Erneling is Assistant Professor in the Department of Communication Studies at Lund University, Sweden. She is the author of Understanding Language Acquisition: The Framework of Learning (1993) and co-editor of two books on cognitive science: The Mind as a Scientific Object: Between Brain and Culture (2005) and The Future of the Cognitive Revolution (1997).

'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

• Introduction; 1. The infantilisation of learning; 2. Educational technologies and pedagogy; 3. Piaget and natural learning; 4. Piaget's conception of the framework: from instincts to intentionality; 5. The infant as scientist; 6. The socio-cultural approach to learning; 7. Towards discursive education; Appendix.

Christina E. Erneling is Assistant Professor in the Department of Communication Studies at Lund University, Sweden. She is the author of Understanding Language Acquisition: The Framework of Learning (1993) and co-editor of two books on cognitive science: The Mind as a Scientific Object: Between Brain and Culture (2005) and The Future of the Cognitive Revolution (1997).

'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

• Introduction; 1. The infantilisation of learning; 2. Educational technologies and pedagogy; 3. Piaget and natural learning; 4. Piaget's conception of the framework: from instincts to intentionality; 5. The infant as scientist; 6. The socio-cultural approach to learning; 7. Towards discursive education; Appendix.

Christina E. Erneling is Assistant Professor in the Department of Communication Studies at Lund University, Sweden. She is the author of Understanding Language Acquisition: The Framework of Learning (1993) and co-editor of two books on cognitive science: The Mind as a Scientific Object: Between Brain and Culture (2005) and The Future of the Cognitive Revolution (1997).

'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

• Introduction; 1. The infantilisation of learning; 2. Educational technologies and pedagogy; 3. Piaget and natural learning; 4. Piaget's conception of the framework: from instincts to intentionality; 5. The infant as scientist; 6. The socio-cultural approach to learning; 7. Towards discursive education; Appendix.