Responds to an article that emphasized profound differences separating Dewey and Vygotsky, arguing that the intellectual agendas the two pursued grew and changed in similar ways in the course of each individual's work. Refutes stereotypic ideas about Dewey and Vygotsky (e.g., Dewey put process ahead of product in education, and Vygotsky downplayed…

Critical social theory is a multidisciplinary knowledge base with the implicit goal of advancing the emancipatory function of knowledge. It approaches this goal by promoting the role of criticism in the search for quality education. Through critical social theory in education, quality is proportional to the depth of analysis that students have at…

What kinds of diversity initiatives and cross-racial interactions foster learning among diverse students? In response to that question, the authors trace various social psychological theories that inform campus diversity programs. Making a case for moving beyond traditional "intergroup harmony" or "intragroup solidarity" approaches, the authors…

Profiles a few of the affinities between pragmatists and scientific realists, and indicates a few dramatic differences dividing these schools of thought. Pragmatic research is driven by anticipated consequences. Scientific realists hope to find the truth about what the world is really like. (SLD)

It has been well established that all learning is developmental, and involves reorganization and continual reconstruction of complex structures that begin to develop at an early age. This theory can best be applied to instructional practice if cognitive development is conceptualized as a hierarchical process rather than as a continuum. (Author/GC)

Discusses various facets of curriculum theorizing in education, describing five characteristics of contemporary curriculum theorizing and expanding on two: (1) the politics of social and cultural theory and social difference, which undergirds and is the dominant premise from which much curriculum, theorizing is currently undertaken and (2) the…

Argues that Piaget did not consider social factors to be important in his developmental theory and considers some of the practical educational implications of Piaget's social theory. Piaget's notion of the role of social factors is reviewed, and the educational implications of the cooperative context favoring operational development with reference…

The state of education cannot be improved without a model of the learner, yet the model is not fixed but varies. A choice of one reflects many political, practical, and cultural issues, but the best choice may be an awareness of the possible variety. (KH)

Responds to an earlier essay that made claims about the origins of written language as the basis for advocating a particular method of teaching reading, clarifying: the origins of the alphabet, the "flimsy" nature of the alphabetic principle, and the implications of both for teaching reading. After examining the origins of written…

Responds to a critique of an earlier article on alphabetic writing that made claims about the origins of written language as the basis for advocating a particular method of teaching reading, suggesting that the critique actually supports the original article's position, and nothing in the critique justifies its conclusion that children need…

Responds to Glassman's 2001 article that compared the theories of Dewey and Vygotsky, suggesting that in using the project approach to make Dewey's theory operational, it misstates several points, calling into question the premises for Glassman's comparison of Dewey and Vygotsky's ideas and perpetuating historical misunderstandings, misuses, and…

Responds to critiques of an article comparing Dewey and Vygotsky. The critiques argued that Dewey did not promote process over product in the classroom and that Dewey and Vygotsky are more similar than the original article suggested. Focuses on critiques regarding the process product relationship, concrete curriculum issues, student diversity, and…

Connectionist models view knowledge as a network of interconnected elements. Explains connectionism and proposes it as an alternative to the classical view of rule-based cognition. Educational and theoretical implications are discussed. (CJS)

Compares the postmodernists' and transformationists' versions of interpretivism, in relation to epistemology, politics, and the ontology of the self. Sides with the transformationists and concludes that the differences between the two are overdrawn. (MMU)

In response to the critique of Gredler and Shields (2004) of Glassman's article "Dewey and Vygotsky: Society, Experience, and Inquiry in Educational Practice" (2001) we suggest that interpretation of theory is dynamic and based very much on the use of that theory as an instrument. Gredler and Shields argue that Glassman misinterprets Vygotsky…