Gavriel Salomon, University of Haifa, Israel. Past dean of the Faculty of Education at the University of Haifa, Israel, is a professor of educational psychology there. He is currently co-director of the Center for Research on Peace Education. Salomon is the receipient of the 2001 Israeli National Award for Scientific Achievements in Educational Research. Abstract: The systemic nature of ICT-inspired learning environments that serve the attainment of non-situated learning outcomes As we already know from a series of studies, ICT in and of itself hardly impacts learning in any unique and profound way. Its contribution becomes possible as a major force in the design of novel learning environments that afford the attainment of new learning goals that serve the education of the desired graduate who can function well both practically and humanely in tomorrow's world. This raises two major issues: (a) What is the essential nature of these goals, and (b) how can the newly designed learning environment be studied. (a) Concerning the goals, a distinction is made between the situated nature of the learning process and the situated nature of its attainments. Bridging between the situationist (e.g., Greeno) and the cognitivist (e.g., Anderson, Perkins) approaches, I propose to conceptualize the situated and the generalizable nature of the learning attainments as hierarchically interrelated, whereby generalizable attainments are based on situated ones and fine-tune them. (b) The experimental design of novel learning environments means the creation of new composites that need to be studied not only analytically, whereby the contribution of single variables is examined one by one, but also systemically as Gestalts, thus - not only studying the patterns of differences but also the differences of patterns. The epistemological assumptions of the systemic paradigm are very different from those underlying the more traditional analytic one. The common denominator of the two issues discussed here pertains to the potential contribution of ICT - as a force in the design and in the essential structure of novel learning environments and their generalizable learning attainments.