Discourse, learning, and schooling: Going for the zone: the social and cognitive ecology of teacher–student interaction in classroom conversations

摘要: Introduction Social interaction as a learning environment Research and theory construction along neo-Vygotskian lines has presented cognition in new light: socially situated (a kind of production that makes purposive use tools, including those others have made) transpersonal distributed phenomenon, not simply something residing within single head). This for profound change how we think about thinking, learning, teaching – participation by teachers pupils nonverbal oral written conversation the among people fosters learning. Learning becomes internalization knowledge skill an isolated mind interacting with physical surround or even containing humanly produced artifacts. Rather, organism–environment relation is one interpenetration reflexively constitutive activity. The designed at distance curriculum developer teacher First Cause Unmoved Mover, if educator were analogous to eighteenth-century Deist's conception watchmaker God who builds universe, winds it up, then stands margins Creation, letting run its course. view relations between learner, expert novice, radically proximal which there conjoint influence, no mover unmoved. In such Word indeed made Flesh, is, immanence replaces distal transcendence our understanding learner.