Inclusion and Behaviour Management in Schools by Wearmouth Janice;Glynn Ted;Richmond Robin C.;Berryman Mere;

Author:Wearmouth, Janice;Glynn, Ted;Richmond, Robin C.;Berryman, Mere;
Language: eng
Format: epub
ISBN: 1166448
Publisher: David Fulton Publishers

Notes

1. Though I use the expression ‘the computational view,’ there are in fact two such models, one based upon the idea of the mind as a set of computational devices that operate in parallel and without benefit of a central processing system, the other on the idea of a central processing unit that controls the sequential order of computational operations that must be performed to achieve solutions to particular problems. Though the differences between these two models are profound in many ways – particularly in their conceptions of the role of ‘rationality’ and ‘experience’ – that difference need not concern us. Compare, for example. David E. Rumelhart and James L. McClelland, eds., Parallel Distributed Processing: Explorations in the Microstructure of Cognition, vols. 1 and 2 (Cambridge, Mass.: MIT Press, 1986), with Philip N. Johnson-Laird, The Computer and the Mind: An Introduction to Cognitive Science (Cambridge, Mass.: Harvard University Press, 1988).

2. Alfred L. Kroeber, ‘The Superorganic,’ American Anthropologist, 19(2) (1917): 163–213.

3. Some representative works in this cultural-psychological tradition are: Jerome Bruner, Acts of Meaning (Cambridge, Mass.: Harvard University Press, 1990); Michael Cole, The Cultural Context of Learning and Thinking: An Exploration in Experimental Anthropology (New York: Basic Books, 1971); Barbara Rogoff, Apprenticeship in Thinking: Cognitive Development in Social Context (New York: Oxford University Press, 1990); Richard A. Shweder, Thinking through Cultures: Expeditions in Cultural Psychology (Cambridge, Mass.: Harvard University Press, 1991); James V. Wertsch, Voices of the Mind: A Sociocultural Approach to Mediated Action (Cambridge, Mass.: Harvard University Press, 1991). Its ancestry traces back to writers like Vygotsky, Durkheim, Schutz, and Max Weber: Lev S. Vygotsky, Thought and Language (Cambridge, Mass.: MIT Press, 1962); Emile Durkheim, Elementary Forms of the Religious Life: A Study in Religious Sociology (Glencoe, III.: Free Press, 1968); Alfred Schutz, On Phenomenology and Social Relations: Selected Writings (Chicago: University of Chicago Press, 1970); Max Weber, Theory of Social and Economic Organization (Glencoe, III.: Free Press, 1947).

4. Bruner, Acts of Meaning; Carol Fleisher Feldman and David A. Kalmar, ‘Some Educational Implications of Genre-Based Mental Models/in David Olson and Nancy Torrance, eds., Handbook of Education and Human Development (Oxford: Blackwell, 1996), pp. 434–460.

5. For a fuller discussion of this point, see Goodman, Ways of Worldmaking; Richard Rorty, Philosophy and the Mirror of Nature (Princeton, N.J.: Princeton University Press, 1979).

6. Stephen C. Levinson and Penelope Brown, ‘Immanuel Kant Against the Tenejapans: Anthropology as Empirical Philosophy/Ethos, 22(1) (1994): 3–41.

7. Vygotsky, Thought and Language.

8. Benjamin L. Whorf, Language, Thought, and Reality: Selected Writings (Cambridge, Mass.: Technology Press of MIT, 1956).

9. For a good summary of these debates, see Bradd Shore, Culture in Mind (New York: Oxford University Press, 1996).

10. Alison F. Garton and Chris Pratt, Learning to Be Literate: The Development of Spoken and Written Language (Oxford: Basil Blackwell, 1989).

11. Colwyn B. Trevarthen, ‘Form, Significance, and Psychological Potential of Hand Gestures of Infants/in Jean-Luc Nespoulous, Paul Perron, and Andre Roch Lecours, eds., The Biological Foundations of Gestures: Motor and Semiotic Aspects (Hillsdale, N.J.: Erlbaum, 1986), pp. 149–202; Alison Gopnik, ‘How We Know

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