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Summary
Summary
United by the belief that the most significant factor in shaping the minds of young people is the cultural setting in which learning takes place, the twenty eminent contributors to this volume present new thinking on education across the boundaries of school, home, work and community.
Author Notes
Gordon Wells is Professor of Education at the University of California at Santa Cruz.
Guy Claxton is Visiting Professor of Learning Science at the University of Bristol.
Reviews 1
Choice Review
Wells and Claxton have assembled 18 chapters and an afterword, each by different authors, and all sharing the perspective of CHAT, "Cultural Historical Activity Theory." The editors explain that CHAT originated in the work of psychologist and educator Lev Vygotsky, and note that they emphasize CHAT's key principle that "all learning situations are indelibly social and cultural, even if they involve no face-to-face interaction." Employing this perspective, chapters focus on education as follows: part 1, "Issues and Development in Sociocultural Theory," includes five chapters; part 2, "Pre-School and School-Age Learning and Development," encompasses 7 chapters; and part 3, "Post-Compulsory, Adult and Professional Learning," comprises five chapters. Throughout, the editors achieve their stated goals, moving from the conceptual to the practical, and from treating younger to older age groups. Chapter contributors, from universities and research centers in seven countries including the US, appear to be experts in their areas. They present both their own research findings and reviews of others' research. All references are cited in the bibliography. The book is generally organized well, with a synoptic afterword by Luis Moll, but the index is inadequate. Interested readers should find the book useful. ^BSumming Up: Recommended. Upper-division undergraduates and above. P. M. Socoski City College
Table of Contents
| 1 Sociocultural Perspectives on the Future of EducationGordon Wells and Guy Claxton |
| 2 Education for the Learning Age: A Sociocultural Approach to Learning to LearnGuy Claxton |
| 3 Becoming the Village Education Across LivesJay L. Lemke |
| 4 The Gift of Confidence: A Vygotskian View of EmotionsHolbrook Mahn and Vera John-Steiner |
| 5 From Activity to Directivity: The Question of Involvement in EducationPablo Del Río and Amelia Álvarez |
| 6 Sociocultural Perspectives on AssessmentCaroline Gipps |
| 7 Teaching, Learning and Development: A Post-Vygotskian PerspectiveAnna Stetsenko and Igor Arievitch |
| 8 Emerging Learning Narratives: A Perspective from Early Childhood EducationMargaret Carr |
| 9 Semiotic Mediation and Mental Development in Pluralistic Societies: Some Implications for Tomorrow's SchoolingRuqaiya Hasan |
| 10 Learning to Argue and Reason Through Discourse in Educational SettingsClotilde Pontecorvo and Laura Sterponi |
| 11 Developing DialoguesNeil Mercer |
| 12 Supporting Students' Learning of Significant Mathematical IdeasPaul Cobb and Kay Mcclain |
| 13 A Developmental Teaching Approach to SchoolingSeth Chaiklin |
| 14 Standards for Pedagogy: Research, Theory and PractiveStephanie Stoll Dalton and Roland G. Tharp |
| 15 Enquiry as an Orientation for Learning, Teaching and Teacher EducationGordon Wells |
| 16 Can a School Community Learn to Master Its Own Future? : An Activity-Theoretical Study of Expansive Learning Among Middle School TeachersYrjö Engeström and Ritva Engeström and Arja Suntio |
| 17 Cultural Historical Activity Theory and the Expantion of Opportunities for Learning After SchoolKatherine Brown and Michael Cole |
| 18 Building a Community of Educators Versus Effecting Conceptual Change in Individual Students: Multicaultural Education for Preservice TeachersEugene Matusov and Renée Hayes |
| 19 Organising Excursions into Specialist Discourse Communities: A Sociocultural Account of University TeachingAndy Northedge |
| 20 AfterwordLuis C. Moll |
