I'd like to add that context here is a little more than what, when and where.
One key phrase from Tudge is how the "theory as a whole" need be taken into
account. In Tudge's statement, children's *interaction* is also referenced
and this is an essential element that moves away from an environmental
determinism. Vygotsky's approach is developmental-experimental, and the
context includes the orientation of the adult as teacher/researcher who
accounts for the actions of the children with flexibility into her own
actions. The theory, as a whole, is part of the psychological orientation of
the teacher, which makes a world of mediational difference from a simple
application of systematic instruction e.g. application of curriculum
materials.
And if the Vygotsky scholars disagree with this, it is sure someone will speak
up.
bb
On Tuesday 17 December 2002 03:41 pm, lehuon@scs.vuw.ac.nz wrote to all of us:
> Hello,
> Could you please help me with the word CONTEXT in the following
> quotation:
> "In fact, failure to see the connections between the zone and the
> theory as a whole means that it is difficult to differentiate
> Vygotsky's concept from any instructional technique that
> systematically leads children, with the help of an adult, though a
> number of steps in the process of learning some set of skills. The
> difference for Vygotsky is that the CONTEXT in which the interaction
> occurs is of crucial importance." (Tudge 1990: 156)
> Thank you.
> Huong
>
>
>
> VUW Student Portal - http://www.studentvuw.ac.nz
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