Bruner, J. (1986)
Actual Minds, Possible Worlds. Cambridge, MA: Harvard University Press.

Some years ago I wrote some very insistent articles about the importance of discovery learning--learning on one's own, or as Piaget put it later (and I think better), learning by inventing. What I am proposing here is an extension of that idea, or better a completion. My model of the child in those days was very much in the tradition of the solo child mastering the world by representing it to himself in his own terms. In the intervening years I have come increasingly to recognize that most learning in most settings is a communal activity, a sharing of the culture. It is not just that the child must make his knowledge his own, but that he must make it his own in a community of those who share his sense of belonging to a culture. It is this that leads me to emphasize not only discovery and invention but the importance of negotiating and sharing--in a word, of joint culture creating as an object of schooling and as an appropriate step en route to becoming a member of the adult society in which one lives out one's life (p. 127).