<< Elina
>My apologies for the delay, I've been out.. In any case, re. your question;
Because I think that within group differences are much more important than
between groups, particularly when the two groups concerned are
heteregeneous to begin with. Secondly because the reasoning that current
tests favor context independent thinking or cog. style and that is why
groups with context dependent styles are at a disadvantaged (namely
Spanish-speaking groups etc)is not convincing. I prefer literacy oriented
explanations more than the learning style discourse / explanations.
Why? I guess i think literacy acquisition processes shaped
cognitive/learning "styles" more than vice versa.
But that is just me, i could be wrong....(like the Sat. nite guy says)..pedro
>>Pedro et al,
Thanks. I share your attitude to learning style discourse and any style
discussion. However, I am really interested in discussion of research
approaches to the process of internalization and development of higher
psychological functions in various cultures.
Yes, I agree with your remark on literacy acquisition. However, I believe that
it is a dialectical process and every newly appropriated higher psychological
fuction changes the whole system of relationships and transforms the existing
quality. So, in other words literacy acquizition shapes cognitive styles
(whatever is meant by that), but transformed and internalized cognitive styles
shape further process of literacy acquizition. I will never forget a phrase in
the letter of Daniil Elkonin to one of the members of the Kharkov
Developmental Education Laboratory, I was allowed to read , "My friend, do not
forget that unit of analysis has its history too... For example, if an agent
appropriated Learning Activity as a leading one, it will qualitatevely
transform all the previously mastered activities.." Sometimes I have a feeling
that we forget about it. May be I am wrong...
What do you think?
Elina
Elina Lampert Shepel
Chairperson of Curricula Committees
Globe Institute of Technology, Inc.
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