Much of the most important learning happens through social interaction. Learning, Culture and Social Interaction is an international journal devoted to the publication of high-quality research on learning within, and through, social practices. Its particular focus is on understanding how learning and development are embedded in social and cultural activities, and how individuals and collective practices are transformed through learning.

Such understanding requires a careful analysis of learning in social context, and of the communicative processes involved. In-depth studies of interaction in schools (in various subjects and settings), universities, work-places, voluntary organizations, public agencies, hospitals, laboratories and other institutional settings will be welcome, as well as studies of informal settings such as everyday conversations, play settings, youth clubs, games and other cultural practices. Longitudinal studies of learning trajectories are relevant as are analyses of contexts and interactional patterns that hinder learning. The important point is that the relationships between cultures, social interaction and learners (and teachers) are in focus.

The term 'interaction' includes forms of communication which take place through technologies of various kinds (telephone, the Internet, presentation technologies and so on). Interaction between people and artefacts, insofar as they address learning, are also relevant. Thus, the focus is not exclusively on face-to-face interaction. Also, issues of collective forms of learning characterizing systematic change, institutional development and communities of practice are central for the journal.

The journal is multidisciplinary and invites scholars from relevant disciplines including psychology, anthropology, linguistics, sociology, communication studies and all areas of educational research. Data may come from ethnographies, experimental approaches, intervention studies, case studies, interviews, questionnaires, self-reports, cross-cultural comparisons, archives etc. Articles of different kinds will be welcome: reports of empirical research, theoretically orientated analyses, contributions to method, literature reviews, meta-analyses of research etc. There will be no restrictions when it comes to age levels or social settings. A strong expectation will be that authors write clearly and accessibly for an international and multidisciplinary audience.

Source : http://www.journals.elsevier.com/learning-culture-and-social-interaction/

The peculiarity of our era is generalization and similarity of desires and dreams. The mass culture is the shape of the culture in our age. Any kind of production or any kind of technology, as it is introduced to the market, will change shape and undergo numerous changes from one side of the world to the other. A notion has been prevalent that technology is basically immoral, i.e., what is beyond values and the means which can be equally used for either good or evil purposes. However, is technology really culturally impartial? If one looks at technology as a machine and the principle of work the response will be positive, but if one looks at the minute details of human activities which take place in line with the use of technology the answer will be negative. Technology appears as a part of life and not something separate from it.

Today in many developing countries insufficient progress in science and technology is considered to be the chief reason for general backwardness; on the contrary, many in the industrially advanced societies hold unfettered technological progress as the roots of all social ills. Is it really possible that all social and political upheavals of the past decades are the byproduct of thoughtless advance in technology? Does it make sense to think of technology as an ‘inhumane force’ that has somehow managed to throw ‘human relations’ into disorder and chaos. Are we faced with a kind of technological determinism that places man and society in a particular direction with no discernible horizon? Or is it after all possible that technology is independent, neutral and free of any values, whose benefits and faults are chiefly by the use to which it is put by man? Is it possible for traditional societies to import technology and then try to weave it into their own cultural fabric? Does technology cause alienation? Or is it, as an Iranian thinker has put it, a necessary evil equally harmful in presence as in absence?