This volume presents articles important to contemporary studies of the cultural and contextual foundations of human development. Editor(s): Cole, Michael; Engestrom, Yrjo; Vasquez, Olga A. Num Pages: 520 pages, 24 b/w illus. 6 tables. BIC Classification: JMR. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 29. Weight in Grams: 760. . 2008. paperback. . . . .

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Bibliographic Details

Title: Mind, Culture, and Activity: Seminal Papers from the Laboratory of Comparative Human Cognition
Publisher: Cambridge University Press
Publication Date: 2008
Language: English
ISBN 10: 0521558239
ISBN 13: 9780521558235
Binding: Soft cover
Condition: New

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Synopsis

This volume brings together articles from The Quarterly Newsletter of the Laboratory of Comparative Human Cognition. The selected articles are important benchmarks in the recent history of research and theory on the cultural and contextual foundations of human development. The central theme of this discussion can be posed as a question: How shall we develop a psychology that takes as its starting point the actions of people participating in routine, culturally organized activities? The discussion is organized in terms of a set of overarching themes of importance to psychologists and other social scientists: The nature of context; experiments as contexts; culture-historical theories of culture, context, and development; the analysis of classroom settings as a social important context of development; the psychological analysis of activity in situ; and questions of power and discourse. This text will appeal to graduate students and professionals in psychology, anthropology, education, and child development.

Book Description

This volume presents articles important to contemporary studies of the cultural and contextual foundations of human development. It address es the need to create a Psychology which focuses upon the actions of people participating in routine, culturally organized activities. The discussion includes: the nature of context; experiments as contexts; culture-historical theories of culture, context and development; the analysis of classroom settings as a social important context of development, the psychological analysis of activity in situ, and questions of power and discourse.

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