Sciences of learning and development: Some thoughts from the learning sciences

ABSTRACT

This commentary extends and amplifies aspects of the Cantor, Osher, Berg, Steyer and Rose (2018) discussion about what we know about the nature of learning and its implications for how we educate students across the span from early childhood through advanced levels of formal education. The paper’s overall goal is to offer some guidance and clarification about how aspects of the Cantor et al. (2018) powerful vision of optimal and equitable development might be attained based on a view of what we mean by learning, the types of learning that matter, and ways to design environments for learning and development that allow all children to realize their potential. Three major topics are covered. The first concerns evolution of theories of learning as they relate to theories of development and the connection between the two. Emphasis is given to the power that comes from adopting a sociocultural perspective on the nature of learning and development. The second topic is a consideration of current targets of learning and development, including so-called 21^st century competencies and deep disciplinary learning. Emphasis is given to the cognitive, intrapersonal and interpersonal competency domains that integrate cognitive, affective, social and emotional processes. The third topic focuses on a set of research-based principles that can be used to design and implement powerful and equitable learning environments that align with sociocultural theories and learning and development while integrating the three major domains of competency.