Sfard, Anna; (2005) What changes when learning goes to school: The communicational version, the case of mathematics. European Journal of School Psychology , 3 (1) pp. 301-306.

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Abstract

“All events are blessings given to us to learn from” say the words of a popular song. While it is true that people learn all the time and on every occasion, it is also true that there is something special about school learning. Except for its being implemented intentionally, rather than just happening to us as we go on with our diverse activities, it is distinct in its nature, mechanisms and outcomes. It is reasonable to assume that its special features render this type of learning more effective and lead to results that are deemed particularly valuable. Otherwise, there would be no explanation for the fact that ever since the beginning of its social history, the humanity persists in sending children to schools year after year, moth after month, for many hours each day. The schooling tradition is, indeed, impressively resistant to both the passage of time and to cultural difference. It has been sustained for centuries and its presence seems to be one of the rare cultural invariants of which we are aware.

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