Schools for Growth: Ideas From a Romantic Scientist

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Abstract

Originally published in Contemporary Psychology: APA Review of Books, 1998, Vol 43(11), 770-772. Almost all of the book's assumptions (see record 1997-36391-000) are quite provocative at the first glance, including the very thesis of the book. But a careful reader will find solid theoretical and methodological explanations for such provocation and will enjoy the intellectual exercise of this romantic scientist's effort to explore in unconventional ways the relationship between development and learning. Anyone interested in innovative ideas about creating new schools and developmental projects will profit from reading the book. The author presents her arguments and evidence for her thesis by examining how psychology's conceptions of development and learning actually thwart development and learning; by offering a radically new cultural and performatory psychology based on a revolutionary reading of Lev Vygotsky and many years of independent community-building practice; and by examining a few radical educational models that are not grounded in the conceptions and investigative practices of the dominant psychology. (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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