Rejoinder: Situative versus Cognitive Perspectives: Form versus Substance

ames Greeno has written a reply to our recently pub-lished challenge (Anderson, Reder, & Simon, 1996) to the soundness of many educational implications that ave been drawn from the "situated learning " move-ment. Greeno's response (p. 5, this issue) has largely taken the discussion onto a more abstract plane rather than dis-p u t i n g our recommendations for educational practice. Along with his meta-level discussion, he has described several results and made a number of comments that help to clarify the educational issues. Greeno acknowledges the persuasiveness of our evi-dence for our findings and reco~n~endatf6~ns, and agrees that there is a consensus between the cognitive and situ-ated perspectives on certain important educational issues. So we want to begin our response by emphasizing those