Social and Cultural Dimensions of Knowledge and Classroom Teaching

This book was conceived in the hope of distilling, from a variety of emergent social science paradigms, a “hybrid” version that can guide educational research and practice. Toward that objective, I was asked to react to two chapters—one that advocates a social constructivist approach (Bauersfeld, chap. 9), and one that advocates a sociocultural approach (Wertsch & Toma, chap. 10).