Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education / Edition 1

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Overview

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.

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Editorial Reviews

From the Publisher
"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. [...] The book is generally organized well, with a synoptic afterword by Luis Moll [...] Interested readers should find the book useful. Summing up: Recommended. Upper-division undergraduates and above." P. M. Socoski, City College, Choice, March 2003

"Learning for Life in the 21st Century is an impressive and ambitious book." Carey Jewitt, University of London, Educational Review, Vol.55, November 2003

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Product Details

  • ISBN-13: 9780631223306
  • Publisher: Wiley
  • Publication date: 6/18/2002
  • Edition number: 1
  • Pages: 316
  • Product dimensions: 6.99 (w) x 10.06 (h) x 1.14 (d)

Meet the Author

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.

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Table of Contents

List of Contributors
1 Introduction: Sociocultural Perspectives on the Future of Education 1
Pt. I Issues and Developments in Sociocultural Theory 19
2 Education for the Learning Age: A Sociocultural Approach to Learning to Learn 21
3 Becoming the Village: Education Across Lives 34
4 The Gift of Confidence: A Vygotskian View of Emotions 46
5 From Activity to Directivity: The Question of Involvement in Education 59
6 Sociocultural Perspectives on Assessment 73
7 Teaching, Learning, and Development: A Post-Vygotskian Perspective 84
Pt. II Pre-School and School-Age Learning and Development 97
8 Emerging Learning Narratives: A Perspective from Early Childhood Education 99
9 Semiotic Mediation and Mental Development in Pluralistic Societies: Some Implications for Tomorrow's Schooling 112
10 Learning to Argue and Reason Through Discourse in Educational Settings 127
11 Developing Dialogues 141
12 Supporting Students' Learning of Significant Mathematical Ideas 154
13 A Developmental Teaching Approach to Schooling 167
14 Standards for Pedagogy: Research, Theory and Practice 181
Pt. III Post-Compulsory, Adult and Professional Learning 195
15 Inquiry as an Orientation for Learning, Teaching and Teacher Education 197
16 Can a School Community Learn to Master Its Own Future? An Activity-Theoretical Study of Expansive Learning Among Middle School Teachers 211
17 Cultural Historical Activity Theory and the Expansion of Opportunities for Learning After School 225
18 Building a Community of Educators versus Effecting Conceptual Change in Individual Students: Multicultural Education for Pre-service Teachers 239
19 Organizing Excursions Into Specialist Discourse Communities: A Sociocultural Account of University Teaching 252
20 Afterword 265
Bibliography 271
Index 297
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