Social mind goes right to the heart of social cognitivism and sociocultural learning theory, which emphasize that thinking is not just in the head - it is shared, distributed, and socially constructed.

A good example is a collaboraytive problem solving project in a science class - for instance, when students work in small groups to design a sustainable water filtration system. Each student brings different knwledge, perspectives, and problem-solving strategies. As they discuss, negotiate, and utilize their ideas, they co-construct understanding that no one of them could have formulated alone.

In this setting, learning exercises "the social mind". Students rely on shared cognition, language as a mediating tool (Vygotsky), and collective reasoning. Ideas are shaped and refined through dialogue, argument, and feedback. Cognitive growth happens not just inside individuals but between them, in interaction.

This expands learning beyond the individual mind by making it distributed across people, tools, and contexts. It reflects what Lave and Wenger (1991) call a community of practice, where knowledge is built through participation, and what Gee (2004) call situated learning - understanding that emerges through doing and belonging.

Ultimatel;y, the "social mind" highlights that learning is relational and cultural: we think better when we think together.

References:

Vygotsky, L.S. (1978). Mind in Society. Harvard University Press

Lave, J. & Wenger E. (1991). Situated L:earning: Legitimate Peripheral Participation. Cambridge University Press..

Gee. J.P. (2004). Situated Language and Learning. Routledge.

Davidson, C.N. (2011). Now You See It. Viking Press.