About two years ago, on a cool Southern California day, Vasili Davydov
addressed a group of social scientists at the University of California,
San Diego. He began his talk with a paradox. He had come, he said, to
tell us about educational activity. He promised to exhibit principles
that promote educational activity, and applied programs deriving from
those principles. Then he laughed. “But you’ll never see educational
activity in the school,” he said, and laughed again.
This archive was generated by hypermail 2b29 : Tue Nov 09 2004 - 11:43:03 PST