Editing Situated cognition (section)

===Considerations===
However, it is important to remember that a theory is neither wrong nor right but provides affordances for certain aspects of a problem.<ref>{{cite journal | last1 = Sfard | first1 = A|author1-link=Anna Sfard | s2cid = 135448246 | year = 1998 | title = On two metaphors for learning and the dangers of choosing just one | journal = Educational Researcher| volume = 27 | issue = 2| pages = 4–13 | doi=10.3102/0013189x027002004}}</ref> Lave and Wenger recognized this in their ironic comment, "How can we purport to be working out a theoretical conception of learning without engaging in the project of abstraction [decontextualized knowledge] rejected above?" (Lave & Wenger, 1991, p.&nbsp;38).