One day I will achieve the ultimate research question – I will look at it and know it is right. Until then… How do task-based groups of learners identify and use the resources of asynchronous conferences to support their learning? What constrains their identification and utilisation of these resources? Look, I’ve taken ‘communities’ out of […]
I’m reading the Cambridge Companion to Vygotsky and trying to make sense of my notes on Boris Meshcheryakov’s chapter on Terminology in Vygotsky’s writings. Here’s my version of his explanatory chart (which I can’t persuade WordPress to render legibly) – and a worked example involving squirrels. Natural form of behaviour. I look out of the […]
Things I’m wondering as I read about Vygotsky: (1) are scientific and everyday concepts mutually exclusive? (2) what are examples of scientific and everyday concepts? (3) do adults ever have everyday concepts or do we always fit things into a system of knowledge? (4) In fact, how much of what Vygotsky says can be transferred […]
What I find particularly hard in reading Vygotsky is the gaps in my knowledge. It’s not just the obscure terms translated, or not translated, from the Russian. It’s not just that I haven’t read the philosophers and psychologists on whom his work builds, so there’s a yawning gap before him. It’s also that there’s a […]