Items related to Dialogic Inquiry: Towards a Socio-cultural Practice...

Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive & Computational Perspectives) - Hardcover

Wells, Gordon

 
9780521631334: Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education (Learning in Doing: Social, Cognitive & Computational Perspectives)
Hardcover
ISBN 10: 0521631335 ISBN 13: 9780521631334
Publisher: Cambridge University Press, 1999

Synopsis

For 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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Review

"An important contribution. . . . Dialogic Inquiry is a challenging book to read, both because it raises serious questions about many of the assumptions underlying cognitive science and because it tackles difficult theoretical questions without avoiding their complexity. . . Wells has demonstrated. . . that the sociocultural perspective has a great deal to offer our understanding of thinking, knowing, language and learning." Contemporary Psychology

Book Description

Vygotsky's unique vision of education, from a social constructivist point of view is presented here, with illustrative examples from classroom studies between teacher and child. This unique volume will be of tremendous benefit to the field of education, as well as sociolinguistics, psychology and researchers.

"About this title" may belong to another edition of this title.

Publisher
Cambridge University Press
Publication date
1999
Language
English
ISBN 10 
0521631335
ISBN 13 
9780521631334
Binding
Hardcover
Number of pages
392