ABSTRACT
If cognitive development is a natural process, then the relationship between persons and their life-world is insignificant so that, while we can have some sympathy with the stages in cognitive development per se, we can see that this approach to learning is incomplete compared to my model in which the person is located within the life-world. Moreover, this omission removes a major reason for learning - to understand the world and when there is disharmony between the biography and the life-world to re-establish that harmony.
