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The development of the mind - a socio-cultural perspective (Education) The developing mind: a socio-cultural perspective Introduction Theories as to how the mind
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The developing mind: a socio-cultural perspective
Introduction
Theories as to how the mind develops have changed throughout the years. The first part of this essay explores some key claims that have emerged from this current socio-cultural era that attempt to explain how the mind of a learner develops, through predominantly highlighting core concepts such as the new metaphor of learning through participation, Vygotsky's zone of proximal development, scaffolding, and learning through speech. The second part of this essay addresses the complexities and challenges caused by increasing rates of diversity in schools and draws on socio-cultural ideas that offer aid for teachers who endeavour to implement equitable, inclusive and effective pedagogies that allow for socially just classrooms.
The participation metaphor
Claims as to how the mind' develops are heavily influenced by the way the theorist views how humans learn. Anna Sfard's article On two metaphors and the dangers of choosing just one' pairs a new metaphor, that of participation, with an old, that of acquisition. She argues that both are needed for a balanced view of how individuals learn, however the new participation metaphor emerges within this new socio-cultural era and is emphasised throughout the article. Sfard recognises the participation metaphor as a new shift in learning theory which moves away from the acquisitions metaphor of learning as being a passive receiver's mere accumulation of knowledge and into a theory that understands learners to be in a constant flux of doing' that indicates a constant flux of behaviour and learning (Sfard p6). Leading theorists that support this metaphor are namely Lave and Wenger who refer to this metaphor as legitimate peripheral participation (1991). The significant difference between the acquisition and participation metaphor is how they contextualise learning; while the former emphasises the stand-alone learner' whose...
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