In 1990, we were asked by the Scientific Affairs Division of NATO~1 to organize a conference on situated cognition and technologies of learning. In planning the conference, held in Lucca, Italy, in November, 1993, and in recruiting participants, we sought to bring together people from several scholarly disciplines, some of whom might not yet have known each other's work. We needed to explain to them-and, by extension, to the several scholarly communities of which they were members-what we had in mind and why we thought the effort was worthwhile.
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