With Gordon's recent book announcement, I asked him if he would be
interested in a collective review of the ZPD paper linked on the MCA
webpage, which is also the final chapter of the book. I am resubmitting
the book information along with the address on the ZPD paper up for
discussion.
Dialogic Inquiry: Towards a sociocultural practice and theory of education
Cambridge University Press
http://www.cup.org/ObjectBuilder/ObjectBuilder.iwx?ProcessName=ProductPage&
Merchant_Id=1&product_id=0-521-63725-2&origin=search&searchField=TITLE&sear
chString=Dialogic%20inquiry
* Also available at Amazon
Gordon Wells: gwells who-is-at oise.utoronto.ca
The Zone of Proximal Development and its Implications for Learning and
Teaching
http://www.oise.utoronto.ca/~gwells/resources/ZPD.html
This is a chapter from Gordon Well's book, Dialogic inquiry: Towards a
sociocultural practice and theory of education (1999), in which he looks at
the implications of the ZPD for teaching and learning. The paper has six
major sections; assessment, instruction, semiotic mediation,
internalization, significant other, and the telos of development.
PS: Gordon's paper (paper archive) and the Sociocultural Conference in
Brasil (related links) are currently linked at
http://communication.ucsd.edu/MCA/index.html
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Nate Schmolze
http://www.geocities.com/~nschmolze/
schmolze who-is-at students.wisc.edu
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"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
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