Summary
Contents
Subject index
“Profound and useful, readers will benefit from the systematic treatment of learning through superb scholarship. Cultural-philosophical-curricular-pedagogical-historical perspectives on learning, curriculum, pedagogy, and assessment, and learners make this collection unique.” - Carol A. Mullen, Professor of Educational Leadership, Virginia Tech Learning is a fundamental topic in education. Combining traditional views of learning and learning theory with sociocultural and historical perspectives, this Handbook brings together original contributions from respected researchers who are leading figures in the field. The editors provide a insightful introduction to the topic, and the theories, frameworks, themes and issues discussed in the individual chapters are central to each and every learning episode. The Handbook is organized into four sections, each beginning with a short introduction: • Philosophical, Sociological and Psychological Theories of Learning • Models of Learning • Learning, Curriculum, Pedagogy and Assessment • Learning Dispositions, Life-Long Learning and Learning Environments
A Dialogical Relationship with Cultural-Historical Activity Theory: A Realist Perspective
A Dialogical Relationship with Cultural-Historical Activity Theory: A Realist Perspective
INTRODUCTION
Imagine a dialogue of two persons in which the statements of the second speaker are omitted, but in such a way that the general sense is not all violated. The second speaker is present invisibly, his words are not there, but deep traces left by these words have a determining effect on the present and visible worlds of the first speaker. We sense that this is a conversation, although only one person is speaking, and it is a conversation of the most intense kind, for each present uttered word responds and reacts with its every fiber to the invisible speaker, ...
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