Relationship between culture, learning and mind

The first thing that I attempted to picture in my mind was the relationship between an activity and the available cultural tools of a community. Based on the argument that a tool is a product of human culture, a social object and a means by which human though is developed and on the argument arguments about how people by engaging in joint activities, accommodate their thinking and actions to the functions and limitations of the available tools, I understood that the cultural tools (cognitive or physical) are bound up with the learning process, affect and affected by this social activity. And, since the concept of culture is not limited to the use of cultural tools but is extended to cultural beliefs, social communities, cultural activities, historical background, etc, the process of ‘learning’ is not only the learning of these tools but it is a more complex, multifaceted, ongoing process of enculturation in a community of practice. For example, a child engages in the learning of a subject, not only because he wants to learn the tools of the subject, but because he wants to communicate and to be socially accepted.  

Learning and mind are situated between individuals in social actions and within cultural, historical relationships 

Learning, Mind and culture are intertwined in an ongoing process of mutual transformation. Mind and learning cannot exist outside of social practice and culture cannot exist outside of social community.