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The aim of this article
is to first highlight some of the main theoretical aspects which
underlie the conceptions of the contextual cognition amongst
the pioneers of this tradition. Secondly, three key theoretical
themes focused on by these contextual cognitionists are specifically
analyzed: the question of the units of analysis, which is intrinsically
linked to the social nature of cognition and learning; the different
ways to define the processes of mediation in the process of
activities; the theorization of school activities versus everyday
activities and how these two kinds of activities are or are
not related. Through these themes, a comparison of the theoretical
options of both contextual cognition and the Vygotskian framework
is proposed. |
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