Option #2 Update:

One of the simple examples of the social mind at work is collaborative learning in school, such as group projects or discussions. When students work together on a project, they don’t just share answers, they share perspectives, ideas, explain to each other, and build knowledge as a team. One student may explain something differently, another may add information, and together they build a stronger understanding. And this process makes learning deeper and shows the power of collective intelligence, where the group becomes smarter than any one person.

Collaborative learning helps students see different perspectives, correct mistakes, and create better solutions because the group can solve problems and create knowledge that one person alone may not achieve. For instance, in a science project, one student may know how to research, another may be good at experiments, and another may present the findings clearly. By working as a team, they learn more than they could alone. This is how learning in a community of practice works, everyone starts by learning from others, then gradually contributes more as they gain experience.

In conclusion, the dynamics of this learning show that knowledge grows through participation, mentorship, and shared practice. Learning is social, and its benefits go beyond knowledge. It builds cooperation, respect for differences, and the ability to work with others. In this way, learning becomes richer, more practical, and more connected to real life, because it mirrors how people actually work together in society.

References:

Daniels, H. (2005). Sociocultural Psychology and Activity Theory: New Paradigms to Inform the Practice of Educational Psychology. https://www.education.ox.ac.uk/wp-content/uploads/2019/10/Vygotsky-and-educational-psychology-Some-preliminary-remark.pdf

Luiz, S., Santos, J. D., De, N., Chaves, A., Damiana, P., Coelho, S., De, C., Davico, A., Zanatta, C., Antônio, L., Campos, M., Pacheco, P., Lucia, A., & Hirschle, T. (2022). SOCIAL COGNITION: BRIEF CONSIDERATIONS. International Journal of Development Research, 12(5). https://doi.org/10.37118/ijdr.24509.05.2022

Orejudo, S., Cano-Escoriaza, J., Cebollero-Salinas, A. B., Bautista, P., Clemente-Gallardo, J., Rivero, A., Rivero, P., & Tarancón, A. (2022). Evolutionary emergence of collective intelligence in large groups of students. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.848048