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1、 This page intentionally left blank Towards Discursive Education 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 childrens learning? In this thought-provoking book, C
2、hristina E. Erneling conducts a thorough investigation of scholarly journal articles on how computers and the Internet affect learning. She critiques the infl uential pedagogical theories informing the use of computers in schools in particular those of Jean Piaget and theory of mind psychology. Erne
3、ling 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 dominant assumptions about learning in both developmental psych
4、ology and cognitive science. 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 Sc
5、ientifi c Object: Between Brain and Culture (2005) and The Future of the Cognitive Revolution (1997). Towards Discursive Education Philosophy, Technology, and Modern Education christina e. erneling CAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo, Del
6、hi, Dubai, Tokyo Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK First published in print format ISBN-13 978-0-521-19474-7 ISBN-13 978-0-521-14402-5 ISBN-13 978-0-511-79743-9 Christina E. Erneling 2010 Information on this title: www.cambridge.org/9780521194747 This publicati
7、on is in copyright. Subject to statutory exception and to the provision of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. Cambridge University Press has no responsibility for the persistence or accura
8、cy of urls for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Published in the United States of America by Cambridge University Press, New York www.cambridge.org Paperbac
9、k eBook (Dawsonera) Hardback For Alf Contents Acknowledgementspage viii Introduction1 1The infantilisation of learning4 2Educational technologies and pedagogy40 3Piaget and natural learning67 4Piagets conception of the framework: from instincts to intentionality92 5The infant as scientist109 6The so
10、cio-cultural approach to learning129 7Towards discursive education156 Appendix182 References183 Index195 Acknowledgements The idea of studying education technologies and in particular computers was fi rst suggested to me by ke E. Andersson when he was Director of the Institute for Future Studies in
11、Stockholm, Sweden. I am very grateful for this and for the Institutes fi nancial support during the early phases of this study. IwouldalsoliketothankRomHarr,FathaliM.Moghaddam,and David R. Olson for reading and commenting on earlier versions of the manuscript, and making many helpful suggestions. It
12、 has sometimes been diffi cult to fi nd books by Piaget and I am grateful to Robert J. Ackermann for making sure I had access to all the books I needed. The Department of Philosophy at York University, Toronto, Canada has welcomed me as a visiting professor over the years and provided me with an off
13、i ce and other facilities. I am very grateful for this, in particular to Rabia Sallie for her help. I am especially grateful to H. T. Wilson, who has gone through the entire manuscript in detail and made many invaluable comments and suggestions. I would also like to thank my editors at Cambridge Uni
14、versity Press. My husband, Alf Bng, has, as always, been my most important sounding board and critic. Without his intellectual inspiration, challenges, encouragement, and advice I would neither have started nor fi nished this project. Needless to say none of the foregoing persons necessarily endorse
15、s any of the opinions expressed here, nor are they responsible for any mistakes. As I have already mentioned, part of this work was fi nancially supported by the Institute of Future Studies, as well as Riksbankens Jublileumsfond, Ume University, and the Institute of Communication, Lund University, C
16、ampus Helsingborg, all in Sweden. This support is gratefully appreciated. Introduction In his book The Mighty Micro. The Impact of the Computer Revolution (1979) Evans writes we have to admit that thousands of years of academic effort all add up to very little understanding of what the teacher is doing when he teaches and how the pupil is learning what he is being taught. (Evans, 1979, p. 116) Yet Evans goes on to claim that we think education is something simple, something we c
