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who accepts the UN Declaration on Human Rights and thus encourages the
students own exploration through active experiments and through reflecting
on the lessons with other pupils. In order for students to develop their
intellect, they need to stimulate one another´s work and offer feedback. The
instructor must base this collaborative climate on spontaneous exploration,
free discussion and free cooperation among the students.
Vygotsky´s theory has its historic counterpart in Marx's dialectical
materialism, which Marx developed in the mid-19th century. According to
Vygotsky, human behavior can be explained with references to historical
changes in society and material life. Vygotsky assumes that the formation of
human intellectual development is a prehistoric cultural process with
roots in
two cultural behaviors: the use of tools and the use of language. The tool and
language system of an individual`s society dictate his intellectual
development. He also sees human consciousness as dynamic, changing, and
mirroring’s the surrounding culture in both content and form. Vygotsky
advocates proximal learning, where by the educator establishes two levels of
development: the current development level (what children can do on their
own) and the zone of proximal development (what children can do with the
help of adults or peers with knowledge). In order for learning to be "good
learning" it must be elevated to the level of the proximal learning. Only
through guided assistance from adults or experienced peers can students
exceed their current level of development. Teachers can provide guided
assistance asking leading questions, demonstrating how the issue can be
resolved, and then allowing the children to solve the problem themselves.
Discourse description
In this chapter, I will describe the discourse that I will be entering with this
study. My description is based on a textual analysis combined with a
hermeneutic interpretation of items from news reports.
The mentality contains three main trends – equal togetherness, independent
learning and independent freedom of choice. This mentality arises from an
inherent pedagogy at three levels: frames-> process-> results. The first
educational level stresses the convention on the rights of the child and
legislation. This convention is creating an educational framework that
enables an equal togetherness for all. In addition, more competent teachers
with individual salaries are acknowledged as the creators of an educational
framework that enables independent learning for all. Finally, legislation
creates an educational framework that enables freedom of choice for all. On
the second level of education, informative interaction, including its “equal
treatment plan” can be seen as an education process with the aim of
changing traditional thoughts and actions in favor of a more standardized