Towards Discursive Education: Philosophy, Technology, and Modern Education

Towards Discursive Education: Philosophy, Technology, and Modern Education

by Christina E. Erneling
ISBN-10:
0521144027
ISBN-13:
9780521144025
Pub. Date:
10/31/2010
Publisher:
Cambridge University Press

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Overview

Towards Discursive Education: Philosophy, Technology, and Modern Education

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 journals 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 domineering assumptions on learning in both developmental psychology and cognitive science.

Product Details

ISBN-13: 9780521144025
Publisher: Cambridge University Press
Publication date: 10/31/2010
Pages: 210
Product dimensions: 5.90(w) x 8.90(h) x 0.50(d)

About the Author

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).

Table of Contents

Acknowledgements viii

Introduction 1

1 The infantilisation of learning 4

2 Educational technologies and pedagogy 40

3 Piaget and natural learning 67

4 Piaget's conception of the framework: from instincts to intentionality 92

5 The infant as scientist 109

6 The socio-cultural approach to learning 129

7 Towards discursive education 156

Appendix 182

References 183

Index 195

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