THE SITUATIVITY OF KNOWING, LEARNING, AND RESEARCH

The situative perspective shifts the focus of analysis from individual behavior and cognition to larger systems that include behaving cognit ive agents interacting with each other and with other subsystems in th e environment, The first section presents a version of the situative p erspective that draws on studies of social interaction, philosophical situation theory, and ecological psychology. Framing assumptions and c oncepts are proposed for a synthesis of the situative and cognitive th eoretical perspectives, and a further situative synthesis is suggested that would draw on dynamic-systems theory. The second section discuss es relations between the situative, cognitive, and behaviorist theoret ical perspectives and principles of educational practice, The third se ction discusses an approach to research and social practice called int eractive research and design, which fits with the situative perspectiv e and provides a productive, albeit syncretic, combination of theory-o riented and instrumental functions of research.