In my own experience as a learner and observer in classrooms, I’ve come to realize that thinking doesn’t only happen “inside our heads.” Learning becomes deeper when it happens with others through sharing ideas, solving problems together, and listening to different perspectives. This connects to the idea of the social mind, which shows that knowledge is not just individually constructed but also shaped by our interactions and the communities we belong to.

One clear example is collaborative learning, where students work together on a task. I’ve seen how a quiet student, who may struggle to express ideas alone, becomes more confident when group members encourage and build on their thoughts. This process reflects what Vygotsky (1978) described in his sociocultural theory, where learning occurs within the Zone of Proximal Development (ZPD) the space between what a learner can do alone and what they can do with help. Through collaboration, the learner’s potential expands.

Another concept that illustrates this is communities of practice, described by Lave and Wenger (1991). They explain how people learn by participating in shared activities, exchanging experiences, and gradually moving from being newcomers to active contributors. This reminds me of how teachers, for example, learn from their colleagues through observation and discussion  not just from formal training.

What makes this insight meaningful to me is realizing that learning is a social process. It’s not just about absorbing knowledge but about participating, connecting, and growing with others. This perspective encourages teachers to design lessons that value dialogue, cooperation, and shared meaning-making.

References:

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.