Eugene Matusov

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In this paper, there is an attempt to construct the notion of interstijectivity as a process of a coorakztion of participants’ contributions in joint activity. This notion incorporates the dynamics of bothagreement anddisagreement. Iargue thata traditionaldejbitionof intersubjectivityasastate of overlap of individual unakstandings overemphasizes agreement(More)
In this paper, I relate concepts from research (mainly psychological) on intersubjectivity to problems emerging in designing classroom learning environments by considering one of my undergraduate teacher education classrooms, which I designed to run according to an educational philosophy of `community of learnersa, and I consider the issues emerging from(More)
The purpose of this paper is to examine the notion of internalization which mainly stemmed from Vygotsky’s work and to provide a critique of this concept as being favorably biased toward specific sociocultural practices common in industrial societies. These practices involve global networks of alienated and decontextualized activities overemphasizing the(More)
The World Wide Web has made possible an entirely new form of communication in the classroom: asynchronous, public, non-sequential, and selective (Windschitl, 1998). However, it is unclear how discussion webs can contribute to educational processes. Our research investigates the role of instructional interactive webs in promoting among preservice teachers an(More)
Piaget has su!ered a great deal of criticism that his theory of psychological development neglects the social nature of human development. Much of this criticism has come from researchers following a Vygotskian approach and comparing Piaget's approach unfavorably with that of Vygotsky. Smith (1995) refers us to Piaget's collected articles on sociology(More)
The purpose of this conceptual paper is to explore and map the "espoused theories" (Argyris and Schön 1978) of agency used in educational contexts. More precisely, we limit the focus on the normative view of student agency assumed within dominant school practices, desired by educational practitioners, leaving out non-normative emerging agencies such as(More)
LESLIE: [complaining about making too many changes in the ptky] If we make up the whole thing over again it will be too hard. CAROL: No it won’t. ROBIN: No it won’t. LESLIE: We can’t do it all right now. ROBIN: Yes we can. We almost already have. When we think of the parts, we think of the play! KIM: Yeah! CAROL: Yeah! KIM: We just think of who the people(More)
About a decade ago, a friend and colleague ofmine returned from Togo, a West African country on the GulfofGuinea, where he taught mathematics for 9 months in a local university. He told me that the native people of Togo do not care about their kids and do not teach them anything. The kids grow like wild grass under the sky and are left to their own devices.(More)
Our goal in this chapter is to discuss planning as process, focusing on the dynamic and evolving nature of planning as it unfolds during activity in individual, social, and historical time frames. Our emphasis on planning as process rather than as the acquisition of stored objects has developed from a sociocultural perspective, which extends the notion of(More)
Galina Zukerman is a student of Davydov, a Russian developmental and educational psychologist who pursues a Vygotskian sociohistorical approach in Russian psychology. In title and in spirit, Zukerman’s book aims to invoke and complement Davydov’s book The Types of Generalization in Education (Vidy obobshcheniia v obuchenii’; Davydov, 1972) that targeted and(More)