Towards Discursive Education

Philosophy, Technology, and Modern Education

AvChristina E. Erneling

Inbunden, Engelska, 2010

570 kr

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Häftad

374 kr

Beskrivning

As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journal articles on how computers and the Internet affect learning. She critiques the influential pedagogical theories informing the use of computers in schools - in particular those of Jean Piaget and 'theory of mind' psychology. Erneling introduces and argues for a discursive approach to learning based on the philosophy of Ludwig Wittgenstein and the psychology of Lev Vygotsky. This book not only addresses an urgent pedagogical problem in depth, but also challenges dominant assumptions about learning in both developmental psychology and cognitive science.

Produktinformation

Utgivningsdatum:2010-09-16
Mått:158 x 235 x 18 mm
Vikt:480 g
Format:Inbunden
Språk:Engelska
Antal sidor:210
Förlag:Cambridge University Press
ISBN:9780521194747

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Mer om författaren

Christina E. Erneling is Assistant Professor in the Department of Communication Studies at Lund University, Sweden. She is the author of Understanding Language Acquisition: The Framework of Learning (1993) and co-editor of two books on cognitive science: The Mind as a Scientific Object: Between Brain and Culture (2005) and The Future of the Cognitive Revolution (1997).

Recensioner i media

'In this important book Christina Erneling undermines one of the pervasive myths of our time - that there are culture independent mechanisms on the one hand and formal procedure on the other with which everything human is accomplished. Her target is the way this myth has led to the fatal neglect of the societal and linguistic contexts in which learning, like every other human activity, takes place. This book deserves the attention not only of those involved in schooling but of everyone with an interest in the development of mature human beings.' Rom Harré, Georgetown University, Washington DC and Centre for the Philosophy of the Natural and Social Sciences, London School of Economics

Innehållsförteckning

Introduction; 1. The infantilisation of learning; 2. Educational technologies and pedagogy; 3. Piaget and natural learning; 4. Piaget's conception of the framework: from instincts to intentionality; 5. The infant as scientist; 6. The socio-cultural approach to learning; 7. Towards discursive education; Appendix.