"Learning is not individual construction, it is social construction" (ULA, 31).
"All learning is cultural and social" (TDE, 35).
"Learning is inherently a social undertaking" (TDE, 38).
"It is intense social interaction which makes learning motivating, enjoyable, and successful" (TDE, 3).
"Learning is always and fundamentally embedded in specific historical, political, cultural, social, and interpersonal contexts. If we see learning as a dynamic activity, which children and adults engage in together in the context of various external, but socially grounded belief systems, then the focus of education becomes fundamentally different" (TDE, pg 155).
*"Assumptions guide what one accepts as important to study and limits the interpretation of observations" (TDE, pg 16). "Assumptions underlie both the collection and the interpretation of empirical data" (TDE, pg 16). "Discussing these basic assumptions is very important, since they not only form the pedagogy and the actual social encounters in schools, but also influence the minds of the learners" (TDE, pg 172). ("The fundamental assumptions are seldom stated, yet they influence the way that pupils see themselves as learners" TDE pg 172).
** "Scientists typically seek knowledge for its own sake, without considering practical application. One needs to turn to a critical discussion of scientific theories." "Persons engaged in pedagogy reflect on the actual practice of education and try to improve it" (TDE, pg 15).
- Erneling, C. E. (1993). Understanding language acquisition: The framework of learning. Albany, NY: State University of New York Press. Erneling, C. E. (2010). Towards discursive education: Philosophy, technology and modern education. Oxford: Oxford University Press.
Synthesis by Sarah E. Dennis, Ph.D. (June 2014) v. 1