By Gordon Wells; Guy Claxton
Schooling for the educational age : a sociocultural method of studying to benefit / man Claxton -- turning into the village : schooling throughout lives / Jay L. Lemke -- The reward of self belief : a Vygotskian view of feelings / Holbrook Mahn and Vera John-Steiner -- From job to directivity : the query of involvement in schooling / Pablo del Río and Amelia Álvarez -- Sociocultural views on review / Caroline Gipps -- educating, studying, and improvement : a post-Vygotskian viewpoint / Anna Stetsenko and Igor Arievitch -- rising studying narratives : a viewpoint from early early life schooling / Margaret Carr -- Semiotic mediation and psychological improvement in pluralistic societies : a few implications for tomorrow's education / Ruqaiya Hasan -- studying to argue and cause via discourse in academic settings / Clotilde Pontecorvo and Laura Sterponi -- constructing dialogues / Neil Mercer -- assisting scholars' studying of important mathematical principles / Paul Cobb and Kay McClain -- A developmental educating method of education / Seth Chaiklin -- criteria for pedagogy : study, conception and perform / Stephanie Stoll Dalton and Roland G. Tharp --Inquiry as an orientation for studying, instructing and instructor schooling / Gordon Wells -- Can a college group learn how to grasp its personal destiny? An activity-theoretical learn of expansive studying between heart institution lecturers / Yrjö Engeström, Ritva Engeström and Arja Suntio -- Cultural ancient task thought and the growth of possibilities for studying after institution / Katherine Brown and Michael Cole -- construction a neighborhood of educators as opposed to effecting conceptual swap in person scholars : multicultural schooling for pre-service academics / Eugene Matusov and Renée Hayes -- Organizing tours into professional discourse groups : a sociocultural account of collage educating / Andy Northedge
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Schooling for the training age : a sociocultural method of studying to profit / man Claxton -- changing into the village : schooling throughout lives / Jay L. Lemke -- The present of self belief : a Vygotskian view of feelings / Holbrook Mahn and Vera John-Steiner -- From task to directivity : the query of involvement in schooling / Pablo del Río and Amelia Álvarez -- Sociocultural views on evaluation / Caroline Gipps -- educating, studying, and improvement : a post-Vygotskian standpoint / Anna Stetsenko and Igor Arievitch -- rising studying narratives : a viewpoint from early formative years schooling / Margaret Carr -- Semiotic mediation and psychological improvement in pluralistic societies : a few implications for tomorrow's education / Ruqaiya Hasan -- studying to argue and cause via discourse in academic settings / Clotilde Pontecorvo and Laura Sterponi -- constructing dialogues / Neil Mercer -- aiding scholars' studying of vital mathematical rules / Paul Cobb and Kay McClain -- A developmental educating method of education / Seth Chaiklin -- criteria for pedagogy : learn, idea and perform / Stephanie Stoll Dalton and Roland G.
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Extra info for Learning for life in the 21st century : sociocultural perspectives on the future of education
In the present context, two such psychologized constructs of particular relevance are what we might call epistemic mentality and epistemic identity. By ‘epistemic’ I mean those aspects of a person’s make-up that relate to the ways in which they learn and know. Thus ‘epistemic mentality’ refers to someone’s accumulated ways of knowing, learning strategies and styles, and their habits of mind. While ‘epistemic identity’ refers to the person’s view of themselves as a learner and knower: what they are good and bad at learning; what is worth knowing; what say they have in the generation and evaluation of knowledge and expertise; and so on.
Lilian Katz (1999), in a recent summary of research on early learning, concludes that ‘Dispositions are not learnt through formal instruction or exhortation. Many [of the] dispositions that most adults want children to acquire are learned primarily from being around people who exhibit them; [and] are strengthened by being used effectively and by being appreciated rather than being rewarded’. Children acquire positive learning dispositions, in other words, by being ‘apprenticed’ to a community within which such dispositions are naturally manifested, modelled, recognized, acknowledged and valued by the ‘elders’ by whom they are surrounded.
How do we link across the scales of time, from the short time-scales of moments, to the longest time-scales of a lifetime, in making and maintaining our personal identities? And what does this have to do with learning? Identity and its Props An identity says something about who we are, to ourselves and perhaps to others. It is partly relational: who we are not, among the choices our community offers us. It is partly uniquely individual: who we have made ourselves Becoming the Village 41 be and how we imagine ourselves to be, across many different experiences.