In a message dated 11/15/2002 11:12:44 AM Central Standard Time,
mcole@weber.ucsd.edu writes:
> You might ask yourself when and whether and how making or not making
> such distinctions makes a difference.
>
Precisely Mike,
The main purpose is to try and remove the strangle-hold classroom-bound
cultural artifacts testing method that does not provide the proper assessment
for working with the 16-21 age group I specifically work with. The main
reason I do agree with Kozulin's interpretation is that he frames the
scientific v. spontaneous concepts within Vygotsky's overall interest with
disabled individuals. Vygotsky preferred to focus on the functional level of
the capital I'' Individual rather that compare the disability to some
presoposed 'able' person. IN many cases the disabled person will function
much better in 'everyday' culture as compared to the 'scientific' culture of
the classroom. Or an even more interesting way to view it is that in terms
of today's special education policies and procedures the assessment of the
disability is strictly limited to how it impares a person's pursuit of
education and a person who functions along the 'average' lines of academic
success but is failing miserably in the community is not viewed as disabled.
Make sense,
eric
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