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首页> 外文期刊>Educational Theory >WHOSE DEVELOPMENT? SALVAGING THE CONCEPT OF DEVELOPMENT WITHIN A SOCIOCULTURAL APPROACH TO EDUCATION
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WHOSE DEVELOPMENT? SALVAGING THE CONCEPT OF DEVELOPMENT WITHIN A SOCIOCULTURAL APPROACH TO EDUCATION

机译：谁发展？在社会主义教育方法中挽救发展概念

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摘要

The concept of development is currently under revision in education and psychology. In this essay, Eugene Matusov, Renee DePalma, and Stephanie Drye examine a traditional notion of development and provide an alternative sociocultural view. As educators working within a sociocultural approach to learning, development, and education, the authors see psychological phenomena as rooted in participation in sociocultural activities, practices, and communities. They critique how the traditional notion of development essentializes this process, assuming development to be independent of the observer. Using a case where a child of color develops a "sitting disability" within the institutional context of schooling, they illustrate the need for introducing a sociocultural notion of development, arguing that development is a social construction emerging in communities of practice and that it is necessary to consider the role of the observer in both defining and guiding this process in a professional discourse of cases.
机译：发展的概念目前正在教育和心理学中得到修订。在本文中，尤金·马图索夫（Eugene Matusov），蕾妮·德帕尔玛（Renee DePalma）和斯蒂芬妮·德瑞（Stephanie Drye）研究了传统的发展观，并提出了另一种社会文化观点。随着教育工作者以一种学习，发展和教育的社会文化方法开展工作，作者认为心理现象植根于参与社会文化活动，实践和社区。他们批评传统的发展观如何假设这一发展独立于观察者，从而使这一过程必不可少。他们以一个有颜色的孩子在学校教育的制度背景下发展为“坐着残疾”的情况为例，说明了引入社会文化发展观的必要性，认为发展是实践社区中出现的一种社会建构，并且有必要在案件的专业讨论中考虑观察者在定义和指导这一过程中的作用。

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