This paper seeks to improve approaches to the learning and teaching of culture using new technologies by relating the key qualities and dimensions of the culture concept to elements within a pedagogical framework. In Part One, five facets of the culture concept are developed: culture as elemental; culture as relative; culture as group membership; culture as contested; and culture as individual (variable and multiple). Each perspective aims to provide a focus for thinking about culture, and thereby to provide a valid and useful point of departure for thinking about the practice of culture learning and teaching with new technologies. The referenced literature draws from a broad range of disciplines and definitions of culture. In Part Two, five projects are chosen to represent relevant technologies currently in use for culture learning: e-mail, chat, a discussion forum and a Web-based project. Each project is used to illustrate facets of the culture concept discussed in Part One with a view to identifying key elements within a pedagogical framework that can help us respond effectively to the challenge of culture learning and teaching utilising new technologies. Thus the goal is to align fundamental qualities of the culture concept with specific pedagogical designs, tasks and technologies.

are reaching the stage of development where each new generation

The term ‘recursive’ has had different meanings during the past two centuries among various communities of scholars. Its historical epistemology has already been described by Soare (1996) with respect to the mathematicians, logicians, and recursive-function theorists. The computer practitioners, on the other hand, are discussed in this paper by focusing on the definition and implementation of the ALGOL60 programming language. Recursion entered ALGOL60 in two novel ways: (i) syntactically with what we now call BNF notation, and (ii) dynamically by means of the recursive procedure. As is shown, both (i) and (ii) were introduced by linguistically-inclined programmers who were not versed in logic and who, rather unconventionally, abstracted away from the down-to-earth practicalities of their computing machines. By the end of the 1960s, some computer practitioners had become aware of the theoretical insignificance of the recursive procedure in terms of computability, though without relying on recursive-function theory. The presented results help us to better understand the technological ancestry of modernday computer science, in the hope that contemporary researchers can more easily build upon its past.