a way to engage differently with theory -
let's suppose there is a need to finds ways for
engaging children diagnosed as ADD with
the medical knowledge which informs that diagnosis,
the effects of Ritalin on their body chemistry, and so on,
as a way to help the children make more informed choices
about their care.
Given the complexity of the information,
and the different ages of children involved- [i.e.,
five yr olds will require different kinds of interactions
with (critical) learning than 14-yr olds,... ]
Martin, how might you interpet this situation,
in the contexts of your current thinking? I mean, through your weaving
of Piagetian & Vygotskian theory, how might we begin to think
about what is involved with this difficult relation of social/medical knowledge
and children's abilities to make choices about their own care and health?
(I suppose i am
continuing to insist upon a materialist relation,
and perhaps you are saying that it is too soon
to be forcing this connection? or not necessary at this time in
your writing?)
diane
"Every tool is a weapon if you hold it right." Ani Difranco
*********************************************
diane celia hodges
faculty of education, centre for the study of curriculum and
instruction,
university of british columbia
vancouver, bc canada
snailmail: 3519 Hull Street
Vancouver, BC, Canada V5N 4R8