If school systems are unable to choose what to teach and how to teach it, even cognitive psychology and all laboratory-embedded individualistic psychologies are unable to cope with the aim of understanding teaching-learning dynamics, particularly within school systems. Nevertheless, since decades several research and action-research approaches have been documenting the variety of teaching-learning dynamics and they are useful for giving concrete form of an ecology of mind, as recommended by Parisi. Why this huge amount of these contributions is not taken into account ten years after the first paper? Several issues for continuing the dialogue are put forward. They do concern how to integrate the community of Italian psychologists and school stakeholders into concrete programs of productive discussion and intervention. The author is ready to participate.
Keywords: Teaching-learning, school systems, cultural artefacts, cultural-historical school