Mike,
You wrote "If this topic needs justifcation and isn't clear, I suggest that we simply
drop it. I thought it obvious, which may only indicate that I am
out of touch"
I hope you know, after some of the responses here, that in fact there seems to be a lot of interest in this idea. I have been especially excited, because for me (as a neophyte) I relish the idea of clearing up some of the theoretical underpinnings and their relationships to each other. I also like the notion of emphasizing various theory in terms of consequences for practice. For sure you have hit on something wonderful here. I remember a while ago you mentioned a need for encouraging new/more voices on XMCA, and I can tell you from my point of view this would help in that as well, because one of the things that keeps me hanging back in lurker mode is that often I simply do not understand the references clerly enough to advance the discussion....
So a vote of support from me...:)
Renee
>Prawat, Richard S.
> Social constructivism and the process-content distinction as viewed by > Vygotsky and the pragmatists. Lawrence Erlbaum Associates Inc, US. > Mind, Culture, & Activity, 1999, v6 (n4):255-273. > >Plus his article in Review of Ed Research imagining that vygotsky and dewey If this topic needs justifcation and isn't clear, I suggest that we simply
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