Abstract
The present article examines theories of learning and trends in practice connected to work, from 3 viewpoints:(1) a redefinition of intelligence and creativity, following Gardner (e.g., 1993), and education of the gifted that mediates between intelligence and creativity,(2) legitimate peripheral participation theory, which assumes that learning participation in the community of practice can connect educational practice to occupational practice, and (3) the portfolio evaluation method used for integrated study, which can connect educational practice and occupation practice. The present review concludes that in order for psychology to contribute to educational practice that is connected to work, there must be a redefinition of constructs in the domain of learning psychology, a use of the unit of analysis to connect educational and occupation practice, and a reexamination of the values and indices that educational activity aims at.
