This paper considers the bottom-up vision of the learning society. Unlike the top-down approach, the bottom-up approach does not start by specifying the purposes of learning which should direct the development of the learning society, but from observing interactions among learning individuals as agents. While in the relevant literature and…

Delineates the continuing controversy between development and learning, and notes the evidence accumulating for some type of continuum in the processes. Introduces 10 research papers on reconceptualizing the intersection of the two processes and states the arguments for debate and presentation. (ET)

Sees learning as a component of development. Explains how cognitive growth can result from dialectical interactions among modes of learning and attentional mental capacity, and that these modes and components of attention relate to contextual function areas which, being neuropsychological units, can be clarified as to function by connectionist…

This article attempts to apply mastery learning theory to research on full- and half-day kindergarten. It is proposed that the application of mastery learning theory would greatly aid in the understanding of relationships between important program variations and predicted outcomes, and demonstrably enhance research efforts to identify differences…

Draws on recent work leading to new conceptions of learning, induction, transfer, and strategy acquisition. Contends learning is no longer simply the acquisition of behaviors, but also includes storing knowledge about relations in the world, and acquiring structural representations and mental models. Sees learning and the growth of processing…

Argues that what matters is not the difference between learning and development, but the dynamic relationships that form the key to understanding. Examined two models of these relationships: (1) a semantic approach, distinguishing five dimensions along which learning and development can be compared; and (2) a mathematical nonlinear growth model…

Fourteen papers presented at the Global Learning Symposium examine the learning perspective and its relationship to problems of world development. The learning perspective is compared and contrasted with the education perspective to reflect the degree to which the distinction reveals new knowledge on existing problems. Papers and presenters are:…

Argues that genuine critical thinking requires the recognition of the evolutionary nature of knowledge. Discusses the Perry scheme of nine stages of cognitive development and the Nelson variant of Perry's stages. Discusses teaching methods that are based on this approach and provides suggestions for further research. (CFR)

While many contemporary developmental theorists have avoided taking a stand on the controversial relationship between learning and development, this paper is based on the belief that the notion of "bandwidth of competence," or L. S. Vygotsky's "zone of proximal development," provides a useful framework for considering this…

This reaction paper offers evidence for the effectiveness of nondirective instructional models with special needs young children. The construct of "developmentally appropriate practice" is viewed as a working hypothesis and as a continuous variable, not a dichotomous variable. Relationships between early childhood education and early childhood…

Explores the mismatch between pedagogical intentions and learner outcomes and argues for learner centeredness as a central (yet relative) concept. Ways in which the relationship between teachers and learners and teaching and learning can be strengthened, e.g., experiential content, language content, and learning process, are explored, and examples…