This work comments on the claims raised on Brown, Collins and Duguid's article " Situated Cognition and the Culture of Learning" ( 1989 ). In that article, the authors present a model for approaching knowledge on a more work like context. They also suggest that the way schooling methods approach knowledge are not effective for an enduring learning. This work discusses some of the main evidences of their study pointing at the need of a more thorough study not only on workable models but also on theoretical framework. According to the authors, the cognition of a knowledge has a situated nature because its important parts are placed in its context of activity. Current education schematize general concepts of a knowledge to make its explanation easier to the students. However, this way of teaching a knowledge is too abstracted from the real situation that produced this knowledge. Therefore students end up learning a passive kind of knowledge for they don't learn how it works in a real situation. Hence, by lacking to know the context in which knowledge works, students don't learn how to apply that knowledge properly. The context of knowledge activity holds important features of the know-ledge that are implicit in the cultural perceptions of practitioners, which produce and use the tools. By experiencing all of these aspects, students can build operating models to produce an active kind of knowledge, that is openly influenced by its application's context. The authors claim that knowledge should be taught in an integrated view of its context, activity, tools and culture, which have an important role on the knowledge's cognition.
cognitive science; learning; anchored instruction