The interdependence between forms of mutuality and the development of theoretical interest in the classroom
Bibliographic Data
| ID | 2168146 |
|---|---|
| Authors | Jacques Carpay (corresponding author) |
| Year | 1999 |
| Volume | 6 |
| Issue | 4 |
| Pages | 314-324 |
| Publication date | 1999-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Mind Culture and Activity (JOURNAL) |
| Journal identifiers | ISSN: 1074-9039 • E-ISSN: 1532-7884 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10749039909524735 |
| OpenAlex | W2006408646 |
| Language | EN |
| Citations received | 1 |
| References cited | 23 |
The present Vygotskian community is divided by a common language, 1 argue. By closer inspection there appears to be 2 quotation communities. The reasons for this are many, but the main reason seems to be the different reception histories of Vygosky's work in Russia and in the U. S., respectively. Concurrently, on the continent there also exist 2 different quotation communities. In one community Vygotsky's work initially was introduced through his Russian disciples; in the other community through his American adherents. This article focuses on a Vygotsky‐inspired curriculum rationale that is not yet widely known abroad. It is authored by El 'konin and Davydov. In Russian parlance this approach is called Developmental Education. By closer inspection it turns out that there is a remarkable family resemblance between this approach and the American approach known as the Schools‐for‐Thought movement. Here both approaches are juxtaposed and critically valued
Curriculum · Epistemology · Pedagogy · Sociology · Work (physics · Educational and Psychological Assessments · Innovative Education and Learning Practices · Teacher Education and Leadership Studies
Learning by Expanding
Problems of Dostoevsky's Poetics
Communities of Practice
The Culture of Education
The structure of scientific revolutions
Experience and Education
Objective Knowledge
Mind as Action
Sociocultural Contexts ofCognitive Theory
Toward the Problem of Stages in the Mental Development of the Child
The Semiosphere
Teaching, as Learning, in Practice
The Influence of L. S. Vygotsky on Education Theory, Research, and Practice
Experience and Education
Philosophical investigations
Educational psychology
The Types of Communications in Education (Book)
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,05 |
| Citation span | 2004 - 2004 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |