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Towards Discursive Education
As technology continues to advance, the use puters and the
in educational environments has immensely increased. But
just how effective has their use been in enhancing children’s learning?
In this thought-provoking book, Christina E. Erneling conducts a
thorough investigation of scholarly journal articles on puters
and the affect learning. She critiques the influential
pedagogical theories informing the use puters in schools – in
particular those of Jean Piaget and ‘theory of mind’ psychology.
Erneling introduces and argues for a discursive approach to learning
based on the philosophy of Ludwig Wittgenstein and the psychology of
Lev Vygotsky. This book not only addresses an urgent pedagogical
problem in depth, but also challenges dominant assumptions about
learning in both developmental psychology and cognitive science.
christina e. erneling is Assistant Professor in the Department
munication Studies at Lund University, Sweden. She is the
author of Understanding Language Acquisition: The Framework of
Learning (1993) and co-editor of two books on cognitive science: The
Mind as a Scientific Object: Between Brain and Culture (2005) and
The Future of the Cognitive Revolution (1997).
Towards Discursive
Education
Philosophy, Technology,
and Modern Education
christina e. erneling
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore,
São Paulo, Delhi, Dubai, Tokyo
Cambridge University Press
The Edinburgh Building, Cambridge CB2 8RU, UK
Published in the United States of America by Cambridge University Press, New York
Information on this title: 0521194747
© Christina E. Erneling
This publication is in copyright. Subject to statutory exception and to the
provision of relevant collective licensing agreements, no reproduction of any part
may take place without the written permission of Cambridge University Press.
First published in pri