The importance of communication in teaching: A systems-theory approach to the scaffolding metaphor

Journal of Curriculum Studies

Volumn 33, Issue 5, 2001, Pages 569-582

  Rasmussen, Jens ^a  

^a AARHUS UNIVERSITY   (Denmark)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33749100357     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/00220270110034369     Document Type: Article

References (23)

1. BrAten, I. (1996) Om Vygotskys liv og l^re. In I. Bràten (ed.), Vygotsky i pedagogikken (Oslo, Norway: Cappelen Akademisk Forlag), 13-42.
2. Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A. and Camprc NE, (1993) Distributed expertise in the classroom. In G. Salomon (ed.), Distributed Cognition (Cambridge: Cambridge University Press), 188-228.
3. Bruner, J. S. (1998) Uddannelseskulturen [The Culture of Education] (Copenhagen, Denmark: Munksgaard).
4. Coie, M. and Engestròm, Y. (1993) A cultural-historical approach to distributed cognition. In G. Salomon (ed.), Distributed Cognition (Cambridge: Cambridge University Press), 1-46.
5. GErgEn, K. I. (1994) Realities and Relations: Soundings in Social Construction Cambridge, MA: Harvard University Press.
6. GErgEn, K. I. (1995) Social construction and the educational process. In L. P. Steffe and J. Gale (eds), Constructivism in Education (Hillsdale, NJ: Lawrence Erlbaum Associates), 17-40.
7. Hutchins, E. and Klausen, T. (1996) Distributed cognition in an airline cockpit. In Y. Engeström and D. Middleton (eds), Communication and Cognition at Work (Cambridge: Cambridge University Press), 15-34.
8. Klausen, T. (1998) Tr^k af kognitionspsykologiens historie. In T. Hansen, S.-E. Holgersen and T. Klausen (eds), Kognitionspsykologi (Copenhagen, Denmark: Unge P^dagoger), 13-41.
9. Lave, J. (1997) Learning, apprenticeship, social practice. Nordisk Pedagogik, 17 (3), 140-151.
10. Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation (Cambridge: Cambridge University Press).
11. LUHMANN, N. (1992) What is communication? Communications Theory, 2, 251-259.
12. LUHMANN, N. (1995a) Social Systems, trans. J. Bednarz with D. Baecker (Stanford, CA: Stanford University Press).
13. Luhmann, N. (1995b) Why ‘systems theory’? Cybernetics & Human Knowing, 3 (2), 3-10.
14. Luhmann, N. (1997) Die Gesellschaft der Gesellschaft (Frankfurt am Main, Germany: Suhrkamp).
15. Matorana, H. (1978) Biology of language: the epistemology of reality. In G. Millar and E. Lenneberg (eds), Psychology and Biology of Language and Thought: Essays in Honour of Eric Lenneberg (New York: Academic Press), 27-63.
16. PASK, G. (1975) Conversation, Cognition and Learning: A Cybernetic Theory and Methodology (Amsterdam, The Netherlands and New York: Elsevier).
17. PASK, G. (1996) Heinz von Foerster’s self organization: the progenitor of conversation and interaction theories. Systems Research, 13 (3), 349-362.
18. Rasmussen, J. (1998) Radikal og operativ konstruktivisme. In N. J. Bisgaard (ed.), P^dagogiske teorier (Copenhagen, Denmark: Billeso & Baltzer), 120-137.
19. Resntck, L. B., LEVINE, J. M. and Teasiey, S. D. (eds) (1991) Perspectives on Socially Shared Cognition (Washington, DC: American Psychological Association).
20. VYGOTSKY, L. S. (1978) Mind in Society: The Development of Higher Psychological Processes. (Cambridge, MA: Harvard University Press).
21. VYGOTSKY, L. S. (1981) The genesis of higher mental functions. In J. V. Wertsch (ed.), The Concept of Activity in Soviet Psychology (Armonk, NY: Sharpe), 144-188.
22. WERTSCH, J. V. (1991) Voices of the Mind: A Sociocultural Approach to Mediated Action (Cambridge, MA: Harvard University Press).
23. Whorf, B. L. (1970 [1956]) Language, Thought and Reality: Selected Writings. (Cambridge, MA: MIT Press)