Abstract

This paper considers culture and cognition as an inextricable whole. At the outset, the paper argues that human beings are biologically programmed for cultural adaptation in ways that other animals are not. The second part of the paper emphasizes the situated nature of human cognition from the stance of the socio-cultural approach to learning. While discussing these concepts arguments are substantiated with anthropological, sociological, and psychological points of view. This paper builds the argument in favour of social constructivist pedagogy, substantiating it through research based evidences. In the present scenario, the dichotomy between culture and cognition is still reflected in classroom practices. The paper highlights the need to look at the two as inextricable entities that should together inform pedagogic practices. The paper will conclude with the argument that this approach facilitates looking at the classroom as an extension of socio-cultural milieu.