Jim Gee says:
>From: "Jim Gee" <jgee@education.wisc.edu>
>
>I make the argument in two places:
>
>.On mobots and classrooms: The converging languages of the new capitalism
>and schooling. Organization 3 (385-407) 1996
>
>and in my book The New Work Order, written with Glynda Hull and Colin
>Lankshear.
>
>
>
> >>> Peter Smagorinsky <smago@coe.uga.edu> 02/16/03 04:35PM >>>
>Jim, a question posed by Mike Cole:
>
>
> >From: mcole@weber.ucsd.edu (Mike Cole)
> >X-Mailing-List: <xmca@weber.ucsd.edu> archive/latest/19289
> >
> >Dear Colleagues,
> >
> >I would appreciate your help vis a vis two developmental psych issues,
> >one small, one large.
> >
> >The small one: In what publication does Jim Gee make the argument that the
> >current emphasis (among some) on activity-based educational arrangements
> >derives from changes in the nature of work that emphasize initiative from
> >below and teamwork?
> >
> >The big one: What are important lines of research that presumably do NOT
> >depend upon strictly school-like tasks that have expanded our knowledge
> >of cognitive development in middle childhood in the past few years? Is
> >there any recent work on cognitive development in middle childhood from
> >non-industrialized countries that you find striking?
> >
> >I am interpreting cognitive in this context quite broadly and would be
> >delighted for any news on converging changes in cognitive and socioemotional
> >development.
> >
> >mike
> >PS-- The lead story in the NY Times seems to indicate some effect of
> >yesterday's
> >outpouring rejecting the rush to war. Drops of water turn a mill, singly
> >none.
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