This conceptual article re-examines the contribution of a contextual perspective to the practice of educational psychology. The two dimensions of environment and learner are placed along a continuum of active to passive. A range of theory is then situated within this matrix. The article explains and illustrates how the matrix encompasses different views on the learner's developmental relationship with the environment and how each perspective leads to specific types of interventions. The model is applied to special education, school curricula and policy making. It is argued that the matrix can facilitate a comprehensive analysis of an individual's situation and inform communication among professionals working in different paradigms. Implications for professional practice are discussed.
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