Learning in Cultures of Social Interaction

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Author(s)
Daniels, Harry
Griffith University Author(s)
Year published
2016
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This article addresses the ways in which the cultures of institutions and patterns of social interaction exert a formative effect on the what and how of learning. The way in which the social relations of institutions are regulated has cognitive and affective consequences for those who live and work within them. The current state of the art in the social sciences strives to provide a theoretical connection between specific forms, or modalities, of institutional regulation and of consciousness. The attempts that have been made to do so tend to the inability to generate analyzes and descriptions of institutional formations that ...
View more >This article addresses the ways in which the cultures of institutions and patterns of social interaction exert a formative effect on the what and how of learning. The way in which the social relations of institutions are regulated has cognitive and affective consequences for those who live and work within them. The current state of the art in the social sciences strives to provide a theoretical connection between specific forms, or modalities, of institutional regulation and of consciousness. The attempts that have been made to do so tend to the inability to generate analyzes and descriptions of institutional formations that are predictive of consequences for individuals. At the same time, Social policy tends not to commit to the personal consequences of different forms of institutional regulation. An approach will be discussed in order to establish connections between the principles of the regulation of institutions, discursive practices and the formation of consciousness. This approach is based on the work of the British sociologist Basil Bernstein and the Russian social theorist Lev Vygotsky.
View less >
View more >This article addresses the ways in which the cultures of institutions and patterns of social interaction exert a formative effect on the what and how of learning. The way in which the social relations of institutions are regulated has cognitive and affective consequences for those who live and work within them. The current state of the art in the social sciences strives to provide a theoretical connection between specific forms, or modalities, of institutional regulation and of consciousness. The attempts that have been made to do so tend to the inability to generate analyzes and descriptions of institutional formations that are predictive of consequences for individuals. At the same time, Social policy tends not to commit to the personal consequences of different forms of institutional regulation. An approach will be discussed in order to establish connections between the principles of the regulation of institutions, discursive practices and the formation of consciousness. This approach is based on the work of the British sociologist Basil Bernstein and the Russian social theorist Lev Vygotsky.
View less >
Journal Title
Revista de Investigacion Educativa
Volume
34
Issue
2
Copyright Statement
© 2016 The works are published in the electronic edition of the magazine under a Creative Commons Attribution-NonCommercial-NoDerivative 3.0 Spain ( legal text ) license . They may be copied, used, disseminated, transmitted and publicly displayed, provided that: i) the authorship and the original source of their publication (journal, publisher and URL of the work) are cited; ii) are not used for commercial purposes; iii) the existence and specifications of this user license are mentioned.
Subject
Specialist Studies in Education not elsewhere classified