EDUC 268C CHAT AND EDUCATIONAL PRACTICE AND
RESEARCH
Fall 2005
Professor: Gordon Wells
Office: Soc. Sci. 1, 233 email: gwells@ucsc.edu
Homepage: http://education.ucsc.edu/faculty/gwells
Office hours: to be determined, and by appointment.
Course Outline
The purpose of this course is to provide an introduction to the work of Vygotsky and
other cultural-historical-activity theorists (CHAT) and to explore its utility as a
framework for examining issues of educational practice and research. To this end, we
shall proceed on three fronts.
We shall engage in the reading and critical discussion of papers that have been selected
with the aim of developing an understanding of CHAT as a theoretical framework within
which to explore the relationships between Vygotsky's theory of learning and
development and a) classroom practices of learning-and-teaching, b) student and program
evaluation, and c) teachers' professional development. In these discussions, particular
attention will be given to the use by CHAT theorists of such key terms as 'internalization',
'apprenticeship', 'scaffolding', and 'the zone of proximal development' and an attempt
will be made to evaluate their relevance to such current emphases in educational practice
as 'constructivism', 'cooperative learning', and 'authentic assessment'.
The course will also focus on the potential utility of CHAT as a tool for addressing issues
in the conceptualization and conduct of educational research. Course members will be
encouraged to identify an issue of educational practice or research that is of particular
interest to them and to plan, conduct and evaluate a small-scale inquiry that applies some
of the principles encountered in the theory to the selected issue.
Finally, the conduct of the seminar, as itself an example of learning-and-teaching, will be
subjected to critical and reflective discussion in the hope that theory and practice will be
related in a dialectic through which both are refined and extended.
Evaluation
Student evaluation will be based on the following assignments:
short written contributions during the course (20%)
an oral presentation on one of the issues considered (20%)
term paper: an inquiry into a selected issue of practice or research (60%).
Course members will be expected to use Knowledge Forum as a form of dialogue journal
in order to participate in out-of-class discussion of weekly readings and in response to
messages from the Internet sociocultural network (XMCA).
Course members will also be expected to take responsibility (with assistance) for leading
part of one session on a topic that is of particular interest to them. Time will also be
given to a consideration of research issues raised by individual course members' projects.
Set Texts
Kozulin, A. et al. (Eds) Vygotsky's Educational Theory in Cultural Context, Cambridge
University Press, 2003.
Wells, G. (1999) Dialogic Inquiry: Towards a Sociocultural practgice and Theory of
Education, Cambridge University Press, 1999.
Other Recommended Texts
The Collected Works of L.S. Vygotsky, Vols. 1-6. Series Editor: R.W. Rieber.
Kluwer/Plenum.
Rieber, R.W. et al. (Eds) (2004) The Essential Vygotsky. Kluwer/Plenum
Vygotsky, L.S. (1978) Mind in Society. Harvard University Press.
Vygotsky, L.S. (1986) Thought and Language (tr. A. Kozulin) M.I.T. Press.
Daniels, H. (2001) Vygotsky and Pedagogy, London: Routledge/Farmer.
Engeström, Y et al. (Eds.) (1999) Perspectives on Activity Theory. Cambridge University
Press.
Wertsch, J.V. (1985) Vygotsky and the Social Formation of Mind. Cambridge, MA:
Harvard University Press.
Wells, G. and Claxton, G. (Eds.) Learning for Life in the 20th Century: Sociocultural
Perspectives on the Future of Education, Oxford: Blackwell.
Proposed Syllabus
Week 1 An introduction to some of the key concepts:
the genetic approach; the role of tools; the relationship between intermental and
intramental activities; the zone of proximal development.
van der Veer, R. and Valsiner, J. (1991) Lev Vygotsky. In Understanding Vygotsky: A
Quest
for Synthesis. Cambridge, MA: Blackwell.
Stetsenko, A. (2004) Tool and sign in the development of the child. Introduction to
Section VI: Scientific Legacy. In R.W. Rieber & D.K. Robinson (eds.) The Essential
Vygotsky. New York: Kluwer/Plenum.
Wertsch, J.V. and Tulviste, P. (1992) L.S. Vygotsky and contemporary developmental
psychology. Developmental Psychology, 28 (4).
Additional Reading
Bruner, J.S. (2004) Introduction to Thought and Language (revised) In R.W. Rieber &
D.K. Robinson (eds.) The Essential Vygotsky. New York: Kluwer/Plenum.
Minick, N. (1987) The development of Vygotsky’s thought. In The Collected Works of
L.S. Vygotsky, Vol.1 (ed. R.W. Reiber & A.S. Carton). New York: Plenum.
Week 2 The social origin of higher mental functions: from intermental to intramental.
Vygotsky, L.S. (1981) The genesis of higher mental functions. In Wertsch, J.V. (Ed.) The
Concept of Activity in Soviet Psychology. Armonk, NY: Sharpe.
Wertsch, J.V. (1985) The social origin of higher mental functions. In Wertsch, J.V.,
Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.
Wertsch, J.V. (1998) Properties of mediated action. In Mind as Action. New York:
Oxford University Press.
John-Steiner, V. (1995) Cognitive pluralism: A sociocultural approach. Mind, Culture
and Activity, 2: 2-10.
Week 3. Semiotic Mediation: The role of language and other semiotic tools in sociocultural
theory.
Wells, G. (1999) The complementary contributions of Halliday and Vygotsky to a
“Language-based theory of learning. In Dialogic inquiry: Towards a Sociocultural
Practice and Theory of Education. Cambridge University Press.
Vygotsky, L.S. (1987) Thought and word. In Thinking and speech. In The Collected
Works of L.S. Vygotsky, Vol.1 (ed. R.W. Reiber & A.S. Carton, trans. N. Minick). New
York: Plenum.
Hasan, R. (2002) Semiotic mediation and mental development in pluralistic societies:
Some implications for tomorrow's schooling. In G. Wells & G. Claxton (Eds.) Learning
for Life in the 20th Century, Oxford: Blackwell.
Wells, G. (1999) Text, talk and inquiry: Schooling as semiotic apprenticeship. In
Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge
University Press.
Additional Reading
Bakhtin, M.M. (1986) Speech genres. In Speech Genres and Other Late Essays. Austin:
University of Texas Press.
Week 4. Spontaneous and Scientific Concepts: What is the relationship?
Vygotsky, L.S. (1987) The development of scientific concepts in childhood. In Thinking
and speech.. In The Collected Works of L.S. Vygotsky, Vol.1 (ed. R.W. Reiber & A.S.
Carton, trans. N. Minick). New York: Plenum.
Wertsch, J.V. (1991) The heterogeneity of voices. In Voices of the Mind. Cambridge,
MA: Harvard University Press.
Cole, M. (1990) Cognitive development and formal schooling: The evidence from crosscultural research. In L.C. Moll (Ed.) Vygotsky and Education. Cambridge: Cambridge
University Press.
Wells, G. (1997) Doing, writing, and talking science: "The development of scientific concepts"
revisited. Journal of Foreign Psychology (in Russian translation).
Additional Reading
Mind, Culture and Activity, 5 (2). (not included in reader).
Karpov, Y.V. (2003) Vygotsky’s doctrine of scientific concepts: Its role for
contemporary education. In Kozulin, A. et al. (Eds) Vygotsky’s Educational Theory in
Cultural Context.
Week 5. The Zone of Proximal Development: How should we understand it?
Vygotsky, L.S. (1978) Interaction between learning and development. In Mind in
Society. Cambridge, MA: Harvard University Press.
Cole, M. (1985) The zone of proximal development: where culture and cognition create
each other. In Wertsch, J.V. (Ed.) Culture, Communication and Cognition. Cambridge:
Cambridge University Press.
Wells, G. (1999) The zone of proximal development and its implications for learning and
teaching. In Dialogic Inquiry: Towards a Sociocultural Practice and Theory of
Education. Cambridge University Press.
Chaiklin, S. (2003) The zone of proximal development in Vygotsky’s analysis of learning
and instruction. In A. Kozulin et al. (Eds) Vygotsky’s Educational Theory in Cultural
Context. Cambridge University Press.
Additional Reading
Tharp, R.G. and Gallimore, R. (1988) A theory of teaching as assisted performance.
Chap. 2 in Rousing Minds to Life. Cambridge University Press.
Week 6. The Genetic Approach: Evolution, history, development and the emergent
present.
Scribner, S. (1985) Vygotsky's uses of history. In J.V. Wertsch (Ed.) Culture,
Communication and Cognition. Cambridge: Cambridge University Press.
Donald, M. (1991) Origins of the Modern Mind. Cambridge MA: Harvard University
Press. (My notes and selected quotes)
Tomasello, M. et al. (2004) Understanding and sharing intentions: The origins of cultural
cognition. Behavioral and Brain Sciences, Cambridge University Press
Wells, G. (2000). From action to writing: Modes of representing and knowing. In J. W.
Astington (Ed.), Minds in the Making. Oxford: Blackwell.
Additional Reading
Wartofsky, M. (1979) Extracts from Models, Representation and Scientific
Understanding, Boston: Reidel
Week 7. Activity Theory: An approach to analysis.
Leont'ev, A.N. (1981) The problem of activity in psychology. In Wertsch, J.V. (Ed.) The
Concept of Activity in Soviet Psychology. Armonk, NY: Sharpe.
Kaptelinin, V. (2005) The object of activity: Making sense of the sense-maker. Mind,
Culture and Activity, 12 (1): 4-18.
Wells, G. (1996) Using the tool-kit of discourse in the activity of learning and teaching.
Mind, Culture, and Activity, 3: 74-101. In Dialogic Inquiry: Towards a Sociocultural
Practice and Theory of Education. Cambridge University Press (1999).
Engeström, Y. (1999) Activity theory and individual and social transformation. In Y.
Engeström et al. (Eds.) Perspectives on Activity Theory. Cambridge University Press.
Additional reading
Engeström, Y. (1991) Non scolae sed vitae discimus: Toward overcoming the
encapsulation of school learning. Learning and Instruction, 1: 243-259.
Mind, Culture and Activity, 12 (1), 2005. (not included in reader).
Week 8. Communities of Practice: Situated learning and teaching
Lave, J. and Wenger, E. (1991) Chaps. 1 and 2 from Situated Learning: Legitimate
Peripheral Participation. New York: Cambridge University Press.
Lave, J (1996) Teaching, as learning, in practice. Mind, Culture, and Activity, 3 (3): 149164.
Rogoff, B. (1994) Developing understanding of the idea of communities of learners.
Mind, Culture, and Activity, 1 (4): 209-229.
Daniels, H. (2001). Approaches to sociocultural and activity theory. In Vygotsky and
Pedagogy, London: Routledge/Farmer.
Additional Reading
Lave, J. and Wenger, E. (1991) Remainder of Situated Learning: Legitimate Peripheral
Participation. New York: Cambridge University Press (not in reader).
Week 9. Sociocultural theory and contemporary educational research: learning-andteaching in the classroom.
Gallimore, R. and Tharp, R. (1990) Teaching mind in society: Teaching, schooling and
literate discourse. In L.C. Moll (Ed.) Vygotsky and Education. Cambridge: Cambridge
University Press.
Mercer, N. (1995) A theory of practice. In The Guided Construction of Knowledge.
Clevedon, UK: Multilingual Matters.
Wells, G. (2002) Wells, G. Learning and teaching for understanding: The key role of
collaborative knowledge building. In J. Brophy (Ed.) Social constructivist teaching:
Affordances and constraints. Advances in Research on Teaching, Vol. 9 (pp. 1-41).
London: Elsevier/JAI.
Miettinen, R. (1999) Transcending traditional school learning: Teachers work and
networks of learning. . In Y. Engeström et al. (Eds.) Perspectives on Activity Theory.
Cambridge University Press.
Additional Reading
Dalton, S.S. and Tharp, R.G. (2002) Standards for pedagogy: Research, theory and
practice. In G. Wells & G. Claxton (Eds.) Learning for Life in the 20th Century, Oxford:
Blackwell.
Stetsenko, A and Airievitch, I. (2002) Teaching, learning, and development: A postVygotskian perspective. In G. Wells & G. Claxton (Eds.) Learning for Life in the 20th
Century, Oxford: Blackwell.
Week 10. Student Selected Topics
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Leont'ev, A.N. (1981) The problem of activity in psychology. In J.V. Wertsch (Ed.) The
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Lemke, J.L. (1990) Talking science. Norwood, NJ: Ablex.
Lotman, Y.M. (1988) Text within a text. Soviet Psychology, 26,(3): 32-51.
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Minick, N. (1987) The development of Vygotsky's thought: An introduction. In The
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University Press.
Scribner, S. and Cole, M. (1981) The psychological consequences of literacy. Cambridge,
MA: Harvard University Press.
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development. New York: Oxford University Press.
Tharp, R.G. and Gallimore, R. (1988) Rousing minds to life: Teaching, learning and
schooling in social context. New York: Cambridge University Press.
van der Veer, R. and Valsiner, J. (1991) Understanding Vygotsky: A quest for synthesis.
Cambridge, MA: Blackwell.
Vygotsky, L.S. (1978) Mind in society. Cambridge, MA: Harvard University Press.
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.
Vygotsky, L.S. (1987) Thinking and Speech. In The collected works of L.S. Vygotsky,
Vol.1. R.W. Rieber & A.S. Carton (Eds.) (trans. N. Minick) New York: Plenum.
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Wells, G. (1990) Talk about text: Where literacy is learned and taught. Curriculum
Inquiry, 20, (4): 369-405.
Wells, G. (1996) Discourse as tool in the activity of learning and teaching. Mind, Culture
and Activity, 3 (2): 74-101.
Wells, G. (1999) Dialogic inquiry: Towards a sociocultural practice and theory of
education. New York: Cambridge University Press.
Wells, G. (in press) Dialogic inquiry in education: Building on the legacy of Vygotsky.
In C.D. Lee and P. Smagorinsky (Eds.) Vygotskian perspectives on literacy research.
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Sharpe.
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Harvard University Press.
Wertsch, J.V. (Ed.) (1985) Culture, communication and cognition: Vygotskian
perspectives. Cambridge: Cambridge University Press.
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Cultural Dynamics, 2 (2): 140-161.
Wertsch, J.V. (1991) Voices of the mind: a sociocultural approach to mediated action.
Cambridge. MA: Harvard University Press.
Wertsch, J.V. (1998) Mind as Action. New York: Oxford University Press.
Wertsch, J.V., del Rio, P. and Alvarez, A. (Eds.) (1995) Sociocultural studies of mind.
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Wertsch, J.W., Minick, N. and Arns, F.J. (1984) The creation of context in joint problemsolving. In B. Rogoff and J. Lave (Eds.) Everyday cognition: Its development in social
context. Cambridge, MA: Harvard Univerity Press.
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Journals and Online Resources
Mind, Culture and Activity.
Details at: http://communication.ucsd.edu/MCA/Journal/MCA_journal_index.html
Email Discussion: XMCA
Details at: http://communication.ucsd.edu/MCA/Mail/index.html
Archive, arranged by months, at:
http://communication.ucsd.edu/MCA/Mail/xmcamail.9805.dir/index.html
DICEP Homepage http://www.oise.utoronto.ca/~ctd/DICEP/
http://www.marxists.org/archive/vygotsky/
http://www.kolar.org/vygotsky/