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Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education
Gordon Wells
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Description for Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education
Paperback.
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 ... Read more
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 ... Read more
Product Details
Publisher
Cambridge University Press United Kingdom
Number of pages
392
Format
Paperback
Publication date
1999
Condition
New
Number of Pages
392
Place of Publication
Cambridge, United Kingdom
ISBN
9780521637251
SKU
V9780521637251
Shipping Time
Usually ships in 4 to 8 working days
Ref
99-1
Reviews for Dialogic Inquiry: Towards a Socio-cultural Practice and Theory of Education
"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, ... Read more