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
The Concept of Learning in a Cultural-Historical Perspective
The Concept of Learning in a Cultural-Historical Perspective
INTRODUCTION
In the early twenty-first century, the name Vygotsky and the term zone of proximal development (ZPD) have become commonplace (or at least widely recognised) among educational researchers and in a broad range of other academic and professional disciplines. A main research focus for Vygotsky was the development of higher psychological functions (e.g. Vygotsky, 1997b [1931]), which suggests that his theoretical approach might offer a perspective for analysing the psychological process of learning. Subsequent theoretical developments in the decades after Vygotsky's death in 1934, such as the concept of motive (e.g. Leontiev, 1978 [1975]; El'konin, 1999 [1971]) and developmental teaching (e.g. Davydov, 2008 [1986]), have ...
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