ABSTRACT
In the last chapter, I explored thought and thinking in terms of personal, internal processes. By contrast, this chapter explores pedagogic and peer relationships as mechanisms for thought and thinking. The children in Grafton School set great store by their friendships and, as we have seen from time to time in the examples provided, experiences of isolation were difficult for them and were felt by them to interfere with their learning. At various times and with tremendous poignancy, children told us about how they sometimes struggled to work when, for whatever reason, they were separated from their friends.
