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In page Learning theory (education):

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Current learning pedagogies focus on conveying rote knowledge, independent of the context that gives it meaning[citation needed]. Because of this, students often struggle to transfer this stand-alone information into other aspects of their education. Students need much more than abstract concepts and self-contained knowledge; they need to be exposed to learning that is practiced in the context of authentic activity and culture.[3] Critics of situated cognition, however, would argue that by discrediting stand-alone information, the transfer of knowledge across contextual boundaries becomes impossible.[4] There must be a balance between situating knowledge while also grasping the deep structure of material, or the understanding of how one arrives to know such information.[2]