Reference Work Entry

Encyclopedia of the Sciences of Learning

pp 3144-3147

Socio-technological Change of Learning Conditions

  • Ines LangemeyerAffiliated withInterMedia, Faculty of Education, University of Oslo Email author 


Changed conditions for learning


The idea of investigating socio-technological changes of learning conditions was enunciated by historical-materialist approaches to learning such as the Cultural-historical School (Vygotsky, A. N. Leont’ev, Luria and others, originated in the 1920s) and the Berlin school of Critical Psychology (Holzkamp, Osterkamp, Schurig, F. Haug and others, established in the 1970s). This idea was nurtured by a particular Hegelian or Marxian notion of learning defined as productive human activity by which not only cognitive schemas, behavior, and personality develop but also the human potential (Gattungswesen) at a certain cultural-historical level. From this angle, learning is seen as a dimension of the entire sociocultural development in which technological innovations play an important role. Rather than in terms of their impact on learning, socio-technological changes are explored as conditions and demands to which humans actively ...

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