bill blanton writes
>The beginning of an answer to this question ends with the idea that
>learning must precede development. With regard to criteria for learning
>and development, YE argues that Ann Brown's idea that development is
>"formation of context-free structures and skills" and Wertsch's
>suggestion
>of "decontextualization of mediational means are ahistorical. Cognitive
>structures and skills are situation-specific and located in societal
>context. A solid criterion for learning will come later in the chapter.
whoa.
i guess i am still unclear about the understanding of 'learning' - for
example, let's say an African in Ghana understands literacy to be an
option connected to labor within the state. to learn to read and write,
this person must first UNLEARN the idea that literacy and
bureaucracy/corruption are the same.
so, what cognitive structures are engaged here? in my experience, this
describes a sociopolitical context of participation.
this example reflects the lived reality of life in Accra, Ghana. this is
specifically historical, political, and has more to do with unlearning
that learning - that is, once this person can be convinced that reading
and writing are not forms of political corruption, he or she will
participate as a motivated learner, and then the learning is - basically -
his or her own process of engagement.
so, ?
how does this idea of learning (I, II, III, IV) fit in here, in terms of
an adult educator who is teaching literacy in Accra?
diane
Thu-theeb, thus-theeb, thu-theeb...
that's all folks!"
Porky Pig
*********************************
diane celia hodges
Diane_Hodges@ceo.cudenver.edu
hodgesdiane@hotmail.com
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