This paper presents a critique of current research on functional understanding of thinking and teaching. Three trends in cognitive research are examined. The "reification of mind" (the assumption that "mind" is an entity just as is body) is examined as a research trend that accepts knowledge as existing independent of the biographies, the intentions, and the activities of persons. Criticism is also leveled at the other trends which deny the emotional elements of learning and fail to consider the contexts of educating. It is pointed out that if strategies to facilitate comprehension and cognition are to be found, the meanings assigned to those strategies are likely to be interpreted through a framework developed in formal schools. If learning is to be improved, an examination is in order of the taken-for-granted structure of schools and how the structure must be modified. (JD)