Development and learning

nate (schmolze who-is-at students.wisc.edu)
Sat, 11 Sep 1999 14:11:56 -0500

In looking more closely at the "development and learning" section, and in
particular the answering of the question what develops (activity), I am
left thinking what it means. I read an article on a major list serv
service awhile back that made an argument similar to Barry Kort's, in that,
it argued for a strict stage like "development" of list serv's. The
question that continues to be in the back of my mind with a
systems-activity approach is, are we just subsituting a rationalistic model
of the child-individual with a activity-systems one.

I read with great interest to Eva's references to Bill's work, yet was left
wondering how such models will affect the way we see activity, list servs
etc. So, a question I come away with is, what does it mean to say activity
develops and what role can models play? This is coming from a suspicious
concern as well a willingness to be enlightened.

Nate

Nate Schmolze
http://www.geocities.com/~nschmolze/
schmolze who-is-at students.wisc.edu

"Pedogogics is never and was never politically indifferent,
since, willingly or unwillingly, through its own work on the psyche,
it has always adopted a particular social pattern, political line,
in accordance with the dominant social class that has guided its
interests".

L.S. Vygotsky