ABSTRACT
Through a personal account of my experiences with the work of the Laboratory of Comparative Human Cognition (LCHC), I reflect on the contributions that cultural psychology has made to our understanding of the psychological consequences of schooling and literacy. Placing special attention on the contributions of Michael Cole, I argue that the impact of schooling and literacy on human development must be distinguished from the process of cultural learning. The realization that cultural learning is a richer and more elaborated process than schooling is one of the main legacies of Cultural Psychology for the twenty-first century.
Disclosure statement
No potential conflict of interest was reported by the author.