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ERIC Number: ED311033
Record Type: Non-Journal
Publication Date: 1989-Mar
Pages: 22
Abstractor: N/A
Reference Count: N/A
Getting Social about Critical Thinking: Power and Constraints of Apprenticeship.
Brandt, Mary E.
This paper argues for connecting two domains that have remained relatively isolated within their respective disciplines--research on thinking and the social origins of cognition. Both enterprises have become enmeshed in education. Neither have considered in any serious way the power and implications that an integrated perspective could contribute to education. The role that social activity plays in the teaching and learning of "good" thinking in the classroom is the fundamental issue that unites both. A description is given of the "Contextualized Apprenticeship Model" which was developed to address the problems of students who are unable to draw valid conclusions from what they read, unable to analyze problems, unable to apply "basic skills" to every day problems, and unable to develop a position on an issue. The theoretical foundation of the model rests on the works of L.S. Vygotsky, who asserted that the origins of all higher cognitive processes are first social. The model places teacher and student in an expert-novice apprentice relationship and emphasizes active intellectual interaction within social contexts. The processes involved in social interaction are eventually taken over and internalized by the student to form individual cognitive processes. (JD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A