{"product_id":"learning-for-life-in-the-21st-century-isbn-9780631223313","title":"Learning for Life in the 21st Century","description":"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. \u003cp\u003eList of Contributors vii\u003c\/p\u003e \u003cp\u003e1 Introduction: Sociocultural Perspectives on the Future of Education 1\u003cbr\u003e \u003ci\u003eGordon Wells and Guy Claxton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart I Issues and Developments in Sociocultural Theory 19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2 Education for the Learning Age: A Sociocultural Approach to Learning to Learn 21\u003c\/p\u003e \u003cp\u003e\u003ci\u003eGuy Claxton\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Becoming the Village: Education Across Lives 34\u003cbr\u003e \u003ci\u003eJay L. Lemke\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 The Gift of Confidence: A Vygotskian View of Emotions 46\u003cbr\u003e \u003ci\u003eHolbrook Mahn and Vera John-Steiner\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e5 From Activity to Directivity: The Question of Involvement in Education 59\u003cbr\u003e \u003ci\u003ePablo del Río and Amelia Álvarez\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Sociocultural Perspectives on Assessment 73\u003cbr\u003e \u003ci\u003eCaroline Gipps\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Teaching, Learning, and Development: A Post-Vygotskian Perspective 84\u003cbr\u003e \u003ci\u003eAnna Stetsenko and Igor Arievitch\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II Pre-School and School-Age Learning and Development 97\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8 Emerging Learning Narratives: A Perspective from Early Childhood Education 99\u003cbr\u003e \u003ci\u003eMargaret Carr\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Semiotic Mediation and Mental Development in Pluralistic Societies: Some Implications for Tomorrow’s Schooling 112\u003cbr\u003e \u003ci\u003eRuqaiya Hasan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Learning to Argue and Reason Through Discourse in Educational Settings 127\u003cbr\u003e \u003ci\u003eClotilde Pontecorvo and Laura Sterponi\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e11 Developing Dialogues 141\u003cbr\u003e \u003ci\u003eNeil Mercer\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Supporting Students’ Learning of Significant Mathematical Ideas 154\u003cbr\u003e \u003ci\u003ePaul Cobb and Kay McClain\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13A Developmental Teaching Approach to Schooling 167\u003cbr\u003e \u003ci\u003eSeth Chaiklin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Standards for Pedagogy: Research, Theory and Practice 181\u003cbr\u003e \u003ci\u003eStephanie Stoll Dalton and Roland G. Tharp\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III Post-Compulsory, Adult and Professional Learning 195\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e15 Inquiry as an Orientation for Learning, Teaching and Teacher Education 197\u003cbr\u003e \u003ci\u003eGordon Wells\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e16 Can a School Community Learn to Master Its Own Future? An Activity-Theoretical Study of Expansive Learning Among Middle School Teachers 211\u003cbr\u003e \u003ci\u003eYrjö Engeström, Ritva Engeström and Arja Suntio\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Cultural Historical Activity Theory and the Expansion of Opportunities for Learning After School 225\u003cbr\u003e \u003ci\u003eKatherine Brown and Michael Cole\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Building a Community of Educators versus Effecting Conceptual Change in Individual Students: Multicultural Education for Pre-service Teachers 239\u003cbr\u003e \u003ci\u003eEugene Matusov and Renée Hayes\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Organizing Excursions Into Specialist Discourse Communities: A Sociocultural Account of University Teaching 252\u003cbr\u003e \u003ci\u003eAndy Northedge\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Afterword 265\u003cbr\u003e \u003ci\u003eLuis C. Moll\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eBibliography 271\u003c\/p\u003e \u003cp\u003eIndex 297\u003c\/p\u003e  \"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.\" \u003ci\u003eP. M. Socoski, City College, Choice, March 2003\u003c\/i\u003e \u003cbr\u003e \u003cp\u003e\"\u003ci\u003eLearning for Life in the 21st Century\u003c\/i\u003e is an impressive and ambitious book.\" \u003ci\u003eCarey Jewitt, University of London, Educational Review, Vol.55, November 2003\u003c\/i\u003e\u003c\/p\u003e  \u003cb\u003e\u003cbr\u003e \u003c\/b\u003e \u003cp\u003e\u003cb\u003eGordon Wells\u003c\/b\u003e is Professor of Education at the University of California at Santa Cruz. \u003cb\u003e\u003cbr\u003e \u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eGuy Claxton\u003c\/b\u003e is Visiting Professor of Learning Science at the University of Bristol.\u003c\/p\u003e  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 teachers of rethinking education in this way?\u003cbr\u003e \u003cp\u003eIn \u003ci\u003eLearning for Life in the 21st Century\u003c\/i\u003e, a collection of distinguished international educators and researchers bend their minds to this problem - and come up with solutions and suggestions that are practical, challenging, and sometimes surprising.\u003cbr\u003e \u003c\/p\u003e \u003cp\u003eThe book starts from the premise that the most significant factors in shaping minds are the cultural setting in which learning takes place, the activities in which participants engage, and the discourse among them. Underlining the wide acceptance of this perspective, the contributors are drawn from a range of countries: Australia, Denmark, Finland, Italy, New Zealand, Spain, the UK and the US . Each chapter explores the ideas and challenges that a sociocultural perspective raises for different aspects of schooling and lifelong education.\u003cbr\u003e \u003c\/p\u003e \u003cp\u003eWhat emerges is a coherent and comprehensive picture of what education needs to become in the context of escalating relativism and diversity in the world. The contributions are written in a thoughtful, engaging style, free from unnecessary technological jargon, and the volume is structured clearly to correspond to the chronological organization of education.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989521809637,"sku":"NP9780631223313","price":64.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780631223313.jpg?v=1761784443","url":"https:\/\/k12savings.com\/products\/learning-for-life-in-the-21st-century-isbn-9780631223313","provider":"K12savings","version":"1.0","type":"link"}