Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education Book

Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education, 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 sch, Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education

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Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education
Written by author Richard Ed. Wells
Published by Wiley, John & Sons, Incorporated, December 2007
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 sch
Education is about developing minds that are ready to thrive in the complex uncertainties of the postmodern world: minds that are curious, confident, critical and collaborative. But how is that to be achieved? What are the implications for schools and

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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

Title: Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education

Manufacturer:

Wiley

Item Number: 9780631223313

Publication Date: December 2007

Number: 1

Product Description: Full Name: Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education; Short Name:Learning for Life in the 21st Century

Universal Product Code (UPC): 9780631223313

WonderClub Stock Keeping Unit (WSKU): 9780631223313

Rating: 3/5 based on 2 Reviews

Image Location: https://wonderclub.com/images/covers/33/13/9780631223313.jpg

Category: Media >> Books

Weight: 0.200 kg (0.44 lbs)

Width: 6.850 cm (2.70 inches)

Heigh : 9.700 cm (3.82 inches)

Depth: 0.920 cm (0.36 inches)

Date Added: August 25, 2020, Added By: Ross

Date Last Edited: August 25, 2020, Edited By: Ross

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reviewed Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education on March 30, 2012

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

This book requires braving education-theory speak, but its aims are worthwhile: to focus on what the authors call a "performance of understanding," i.e., to shift one's emphasis from products to process in the classroom.

While not useful for everyday teaching ideas, the book offers some questions to ask yourself that might be helpful for curriculum design (or redesign) (see esp. Ch. 3).

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Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education, 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 sch, Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education

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	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