Overview

Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.

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9781139173698

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'Rarely have I seen a book that blends so successfully the big educational picture with the micro-picture of the teacher-student encounter, and it does so with the purpose of changing the way teachers work with students. Rousing Minds to Life is an exceptional book.' Mike Rose, author of Lives on the Boundary 'This is probably the most interesting and important book we have on how the ideas of Vygotsky and others can be extended and applied to contemporary issues of education.' James Wertsch, Clark University 'In this book the authors achieve a powerful synthesis of theoretical advances in Vygotskian theory … they have (also) provided psychologists with a significant new model of the teaching-learning process.' Vera John-Steiner, University of New Mexico

'Rarely have I seen a book that blends so successfully the big educational picture with the micro-picture of the teacher-student encounter, and it does so with the purpose of changing the way teachers work with students. Rousing Minds to Life is an exceptional book.' Mike Rose, author of Lives on the Boundary 'This is probably the most interesting and important book we have on how the ideas of Vygotsky and others can be extended and applied to contemporary issues of education.' James Wertsch, Clark University 'In this book the authors achieve a powerful synthesis of theoretical advances in Vygotskian theory ... they have (also) provided psychologists with a significant new model of the teaching-learning process.' Vera John-Steiner, University of New Mexico

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