Just wanted to tell you how much I appreciate your ending quotes.
Your most recent one touches on my interest in Vygotsky's recognition of
the ways in which social dominance influences knowledge construction. Very
cool. Is that in Educational Psychology?
Thanks, Jennifer
>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
_______________________________________________
Jennifer A. Vadeboncoeur, Ph.D.
Assistant Professor, Curriculum and Instruction
Montana State University
120 Reid Hall, Department of Education
Bozeman, MT 59717
Office: (406) 994-6457
Fax: (406) 994-3261