A Transactional Perspective on the Workshop: Looking Again and Wondering

Abstract

The assigned topic of my target chapter was to relate the “transactional perspective” to a practice-based science of teaching and learning, which I understood as referring to the work of John Dewey and situated cognition. As Säljö eloquently explains in this volume, my chapter has two faces, with different scientific intentions: the first to inform cognitive science (particularly theories of memory, conceptualization, and consciousness), the second to inform instructional practice. In this response to the commentaries I revisit these two objectives and discuss others’ remarks that have stirred me and might be useful for future work to consider.