From Monological and Dialogical To

The purpose of this article is to examine a trialogical approach to learning that is the foundation of the Knowledge-Practices Laboratory project (see www.kp-lab.org). We will contrast the trialogical framework with prevailing monological (cognitive) and dialogical (situated cognition) approaches. Five characteristics of a trialogical approach to learning and cognition are distinguished: it 1) concentrates on processes which aim at developing shared objects; 2) takes place across long timescales; 3) involves interaction between individual and collective processes;, 4) relies on crossfertilization of knowledge practices; 5) relies on collaborative technologies designed to elicit object-oriented activities;, and 6) develops through transformations and reflections across forms of knowledge. Three cases applying the trialogical approach will be presented in order to examine its empirical and practical dimensions.