Education is a continuous and creative process, which primarily fulfils the moral potential of each individual. Its aim is to develop the capacities latent in human nature and to coordinate their expression for the enrichment, progress and transformation of society. (Contains 6 footnotes.)

This paper stems from a dialogue on the subjects of learning and learners: one forged out of experiences in research and teaching, and the application of psychodynamic insights, developmental psychology and recent work in the neurosciences, to thinking about adult learning and subjectivity. We argue that some notion of the self needs to be…

Both the polyvalent notions of culture and development have been central for building psychological theories. In the present paper, both notions are discussed within the framework of general developmental science and thus from a necessarily systemic perspective. Development is surely culturally informed, yet the process of cultivation is largely…

Explains the place of learning in human development from the perspective developmental contextualism, where development involves changing relations between the developing person and his or her changing context. Demonstrates that learning is no more nor less important than other focal functions at a given level; any impact is through being part of…

Notes contemporary models of human development have expanded to address a wider set of issues underlying personal change. Discusses the social cognitive model of self-regulatory development. Emphasizes the crucial development of self-regulatory competence: the point at which the processes of development become fully and reciprocally interactive…

Calls for a coalition of different research methods and strategies to better understand learning and development. Describes two such strategies: (1) testing-the-limits decomposing age-graded differences in upper limits of plasticity; and (2) experimental simulation of development, a coordinated sequence of theory-guided research steps. Both…

Notes that Halford's book does not really address children's own understanding but rather the psychologist's attempt to understand children from the outside. Discusses the five major sets of ideas at the core of Halford's explanations of capacity, complexity/dimensionality, development, and learning. Examines two arguments against Halford's…

Suggests that the study of microdevelopment offers a potentially powerful way to relate learning and development where similar changes occur but in differing time frames. Microdevelopment analyzes short-term changes as developmental functions. Individuals and groups function at widely different developmental levels and grow in diverse nonlinear…

Nonuniversal theory can be used to reframe the learning-development dichotomy into a spectrum of important changes, ranging from small-scale learning events to large-scale developmental shifts. Using the universal-to-unique continuum as an organizing framework, several change mechanisms can be identified as necessary for movement through…

Sees learning as a component of development. Explains how cognitive growth can result from dialectical interactions among modes of learning and attentional mental capacity, and that these modes and components of attention relate to contextual function areas which, being neuropsychological units, can be clarified as to function by connectionist…

This paper outlines an evaluation system for elementary education based on cognitive and social development research. Piaget has defined certain core mental structures that develop in all humans in the same order. Both Piaget and Kohlberg have done work on the process of developmental change and the conditions necessary for optimal growth of the…

Argues that what matters is not the difference between learning and development, but the dynamic relationships that form the key to understanding. Examined two models of these relationships: (1) a semantic approach, distinguishing five dimensions along which learning and development can be compared; and (2) a mathematical nonlinear growth model…

This paper begins with the discussion of how certain developments in psychology have influenced present educational methods, and how recent work in learning theory, developmental psychology, and psychometrics strongly suggests new directions for educational research and practice. This theme is discussed in the context of a central problem in…