Towards Discursive Education: Philosophy, Technology, and Modern Education

by Christina E. Erneling

• ISBN13: 9780521144025
• ISBN10: 0521144027
• Format: Paperback
• Copyright: 2010-11-01
• Publisher: Cambridge University Press

Summary

As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journals articles on how computers and the Internet affect learning. She critiques the influential pedagogical theories informing the use of computers in schools - in particular those of Jean Piaget and 'theory of mind' psychology. Erneling introduces and argues for a discursive approach to learning based on the philosophy of Ludwig Wittgenstein and the psychology of Lev Vygotsky. This book not only addresses an urgent pedagogical problem in depth, but also challenges domineering assumptions on learning in both developmental psychology and cognitive science.

Author Biography

Christina E. Erneling is Assistant Professor in the Department of Communication Studies at Lund University, Sweden. She is the author of Understanding Language Acquisition: The Framework of Learning (1993) and co-editor of two books on cognitive science: The Mind as a Scientific Object: Between Brain and Culture (2005) and The Future of the Cognitive Revolution (1997).

Table of Contents

Acknowledgements	p. viii
Introduction	p. 1
The infantilisation of learning	p. 4
Educational technologies and pedagogy	p. 40
Piaget and natural learning	p. 67
Piaget's conception of the framework: from instincts to intentionality	p. 92
The infant as scientist	p. 109
The socio-cultural approach to learning	p. 129
Towards discursive education	p. 156
Appendix	p. 182
References	p. 183
Index	p. 195
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