(a) a correct interpretation of Vygotsky and thus acceptance of the role
of the senior as an expert and aceptance of the totalisating definition of
an expert i.e. someone who knows the path (talking about push/pull)....
(b) when moving from Vygotsky directly and toward the notion of struggle
as a way of making sense out of the world, then a scaffolded pedagogic
interaction ain't anything other than a struggle of the *novice* against
the *expert* and then this has VERY little to do with the world outside
classroom, unless, of course, only as far as one learns for future
purposes i.e. that there is always an expert because the institution said
so.
ania lian