The cognitive consequences of the disruption of school

Abstract

This research report attempts to establish the cognitive consequences of the disruption of schooling. Specifically the report investigates Vygotsky and Luna’s claim that formal schooling necessarily produces scientific concepts in learners, by examining the performance of learners who had been subjected to disrupted schooling. On the basis of empirical research conducted, the report challenges Vygotsky and Luria's claim about the cognitive consequences of schooling.