dialogic inquiry towards a sociocultural practice and theory of education

Read the full-text online edition of Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education (1999).

dialogic inquiry towards a sociocultural practice and theory of education

Mother: Well, when it was in the oven, it got very hot and stretched a bit . I’ve just taken it out of the oven, and it’s cooling down very quickly, you see, and that noise happens when it gets smaller again and goes back to its ordinary shape
James, age 5, comes into the kitchen just as his mother has taken some cakes out of the oven. There is a loud, metallic “Crack. ”

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.
Gordon Wells, University of Toronto

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Dialogic inquiry towards a sociocultural practice and theory of education
This volume on Vygotsky presents the alternative solutions to reach a compromise between a child-centered and teacher-directed education.
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.

Vygotsky’s fundamental insight was “higher psychological processes unique to humans can be acquired only through interactions with others”
Expanded view of ZPD:
1. rather than being a fixed attribute of the learner, the zpd is dynamically created and emerges in the activity
2. the ZPD potentially applies to all participants in a learning community
3. the sources of assistance and guidance are not limited to human participants who are physically present

Resources:

http://www.cambridge.org/core_title/gb/137356
http://www.worldcat.org/title/dialogic-inquiry-towards-a-sociocultural-practice-and-theory-of-education/oclc/39624865?page=citation
http://www.kinokuniya.co.jp/f/dsg-02-9780521631334
http://tltjc.blogspot.com/2010/10/wells-g-1999-zone-of-proximal.html?m=1
http://www.educationquizzes.com/ks3/music/