I do not think the x-mca discussions wrong-headed in any general way,
while, of course, I have my doubts about some single statements
popping up in these along the way. Likewise, I do not really know if
I find Stone's paper wrong-headed, except for the part on Vygotsky
which is clearly false, or else I don't understand what the author
wants to say.
The questions you pose about Piaget and Vygotsky being possibly
interpreted in too high an extreme in some US school practices
I cannot answer in any way. I am not an educational psychologist,
even though I taught at a departement of education ca. 20 years
ago, and then also conducted research into parents/teacher relations.
I cannot even say whether the picture Stone paints of US education
is anywhere near realities (which must be very varied because of
different regional school authorities). From what I know, the American
schools, especially the good ones, have much stricter formats, and
very normative criteria of achievement, compared with our schools here.
In the consequence, I am unable to frame your discussions in any
responsible way. The only thing I can do I did already, namely just
write up how this provocative article affected me from afar.=20
If what I wrote makes an even bigger provocation for some of you,=20
most of it will be unintended, I am sure, knowing so little about
US schools beyond what our t.v. and newspapers report =20
I remain immensely curious as to other reactions, especially some
pointing out the inevitable naivet=E9 and crudeness in mine.
Thanks for asking for clarification: Arne.