ABSTRACT
J. Dewey advocated progressive education-education designed to link purpose and structure. To this end, he advocated such projects as designing a clubhouse, as well as other activities that placed students in the role of developing rather than receiving knowledge. Images for instruction such as knowledge-as-design typically underspecify practice even as they orient the direction of that practice. L. S. Vygotsky went on to assert that meaning arose through interactions with others in a “zone of proximal development.” Newmann calls instead for a close connection between restructuring and the development of classroom thoughtfulness. The design approach prompts some other long-overdue and 252 decidedly intricate considerations: the development of organizational structures so that teachers can truly collaborate in instruction and develop a common vision of student thoughtfulness.
