Socializing the Knowledge Transfer Problem

A central issue in acquiring knowledge is its appropriate transfer beyond the contexts and contents of first acquisition. In contrast to dominant "common elements" transfer theory, an inrerpretive perspective is developed, according to which "appropriate transfer" is a concept socioculturally rather than objectively defined. "Elements" perceived by the thinker as common between the current and a prior situation are not given in the nature of things but "read in terms of the thinker'sculturally-influend categorization system, of problem types. A synthesis of cognitive research findings identifies specific features of thinking-skills instruction effective for promoting transfer. These include learning about and practicing knowledge application in multiple contexts of use, constructively participating in bridginginstruction acrossschool and nonrhool problem situations, thinking and self-management skills taught within domains, and synergistic integration of the learning of different subjects. Recommendations are made for developing new learning technologies that build upon these conditions for enhancing knowledge