Understanding understanding as an instructional matter

This paper takes up the unremarkable organizations of understanding-in-interaction that underwrite the sequential production of classroom instruction. These are the understandings that are prior to education's identifying interests in learning, knowledge and cognition. Out of view of its authorized topics and conceptualizations, the educational research literature tends to take no notice of them. Its eyes are fixed on the ceiling, never imagining the work of the walls. A collection of classroom materials exhibits the argument.2