Dialogic Inquiry: Towards a Socio-Cultural Practice and Theory of Education
(Part of the Learning in Doing: Social, Cognitive and Computational Perspectives Series)
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Book Overview
For more than a quarter century, the polemics surrounding educational reform have centered on two points of view: those that favor a progressive child-centered form of education, and those that would prefer a return to a more structured, teacher-directed curriculum that emphasizes basic knowledge and skills. Vygotsky's social constructivist theory offers an alternative solution, placing stress on coconstruction of knowledge by more and less mature participants engaging in joint activity. This theory offers semiotic mediation as the primary means of obtaining knowledge, whereby the less mature participants can seek solutions to everyday problems by using resources existing in society. In addition to using illustrative examples from classroom studies, this book provides a comparative analysis of the theories and complementary developments in works by Vygotsky and the linguist M.A.K. Halliday. This unique volume will be of tremendous benefit to researchers in the fields of education, sociolinguistics, and psychology.
Format:Paperback
Language:English
ISBN:0521637252
ISBN13:9780521637251
Release Date:August 1999
Publisher:Cambridge University Press
Length:392 Pages
Weight:1.18 lbs.
Dimensions:0.9" x 6.0" x 9.0"
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