direct approach to enhancing learning for appropriate transfer in classrooms somewhat like those we see today. The actual embodiments of these ideas will surely be influenced, not only by the winds of technological and scientific innovation in the next several decades, but by the willingness of the complex social structures of educational and research institutions to tackle these intricate problems. We can be sure of one thing: Whatever the specifics may be, it will be a truly exciting period for "putting knowledge to use."
I would like to thank the Spencer Foundation for current support of our work on learning generalizable thinking skills with interactive technologies. Portions of this chapter will appear in "Socializing the knowledge transfer problem," International Journal of Educational Research, Fall 1987. The U.S. Department of Education, National Institute of Education, IBM Corporation, National Science Foundation, and the Xerox Foundation have also supported earlier research whose results contributed to the perspective outlined here. The views expressed here do not necessarily reflect the policies of any of these institutions.
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