Towards a Socio-cultural Practice and Theory of Education
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Dialogic Inquiry by Gordon Wells
Book DescriptionFor more than a quarter of a century, the polemics surrounding educational reform have centered on two points of view: those who favor a 'progressive' child-centered form of education, and those who would prefer a return to a more structured, teacher-directed curriculum, which emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on co-construction of knowledge by more and less mature participants engaging in joint activity together, with semiotic mediation as the primary means whereby the less mature participants can seek solutions to everyday problems, using the resources existing in society. In addition to using illustrative examples from classroom studies, a comparative analysis of the theories and complementary developments in works by Vygotsky, and the linguist M. A. K. Halliday, are provided. This unique volume will be of tremendous benefit to those in the field of education, as well as to sociolinguists, psychologists and researchers.
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Book DetailsISBN: 9780521631334
(228mm x 152mm x 25mm)
Imprint: Cambridge University Press
Publisher: Cambridge University Press
Publish Date: 28-Aug-1999
Country of Publication: United Kingdom
Books By Author Gordon Wells
Pedagogy in Higher Education, Paperback (October 2015)
This edited volume addresses the potential of Cultural Historical Activity Theory as an analytic tool in debates over higher education reform.
Learning for Life in the 21st Century, Hardback (April 2002)
While conventional approaches tend to view education as the accumlation of knowledge, skill and understanding, there is a growing appreciation that it is concerned with the development of the mind. This book discusses education as enculturation.
Dialogic Inquiry, Paperback (August 1999)
A view of Vygotsky's unique vision of education.
Language and Learning, Paperback (May 1985)» View all books by Gordon Wells
This best selling collection of original papers represents both for the scholar and the student an updating and a perspective of value on a subject that is at the heart of the educational process.
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