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REDEFINING THE SUBJECT, REDEFINING THE SOCIAL, RECONSIDERING EDUCATION: GEORGE HERBERT MEAD'S COURSE ON PHILOSOPHY OF EDUCATION AT THE UNIVERSITY OF CHICAGO
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REDEFINING THE SUBJECT, REDEFINING THE SOCIAL, RECONSIDERING EDUCATION: GEORGE HERBERT MEAD'S COURSE ON PHILOSOPHY OF EDUCATION AT THE UNIVERSITY OF CHICAGO (1999)REDEFINING THE SUBJECT, REDEFINING THE SO…SAY YOU WANT A REVOLUTION… SUGGESTIONS FOR THE IMPOSSIBLE FUTURE OF CRITICAL PEDAGOGY (1998)SAY YOU WANT A REVOLUTION… SU…Mead, Intersubjectivity, and Education: The Early Writings (1998)Mead, Intersubjectivity, and …Dewey, Vygotsky, and the Social Administration of the Individual: Constructivist Pedagogy as Systems of Ideas in Historical Spaces (1998)Dewey, Vygotsky, and the Soci…EDUCATION AS PRACTICAL INTERSUBJECTIVITY: TOWARDS A CRITICAL‐PRAGMATIC UNDERSTANDING OF EDUCATION (1994)EDUCATION AS PRACTICAL INTERS…On the Social Nature of Human Cognition: An Analysis of the shared intellectual roots of George Herbert Mead and Lev Vygotsky (1988)On the Social Nature of Human…Mind, Self, and Society (1967)The Culture of Education (1996)How is agency possible? Towards an ecological understanding of agency-as-achievement (2006)The Punctual Fallacy of Participation (2006)Od kultur uczenia się do kultur edukacyjnych. Wartości i sądy w badaniach pedagogicznych oraz w pracy nad postępami w kształceniu (2013)17 From Human Nature and Conduct (1922) (2025)Beyond the two disciplines of scientific psychology. (1975)Culture, Communication, and Cognition: Vygotskian Perspectives. (1987)Vygotsky and the Social Formation of Mind (1987)Lev Vygotsky and Pierre Janet: On the origin of the concept of sociogenesis (1988)Bidirectional Cultural Transmission and Constructive Sociogenesis (1994)Adult Cognitive Development: Dynamics in the Developmental Web (2005)The Structure of Scientific Revolutions (1963)Mind in Society: The Development of Higher Psychological Processes (1978)Situated Learning: Legitimate Peripheral Participation. (1994)Elementos básicos para un Constructivismo social (2005)Dewey's Dynamic Integration of Vygotsky and Piaget (2009)Foucault and Lifelong Learning (2008)The global dimension in education and education for global citizenship: genealogy and critique (2011)Whiteness as Technology of Affect: Implications for Educational Praxis (2013)Instruction or pedagogy? The need for a transformative conception of education (2002)Bridging the gap between educational research and educational practice: The need for critical distance (2007)The Epistemic Challenge of Hearing Child’s Voice (2013)
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References

  • 1998SAY YOU WANT A REVOLUTION… SUGGESTIONS FOR THE IMPOSSIBLE FUTURE OF CRITICAL PEDAGOGY187 cited
  • 1994EDUCATION AS PRACTICAL INTERSUBJECTIVITY: TOWARDS A CRITICAL‐PRAGMATIC UNDERSTANDING OF EDUCATION122 cited
  • 1998Dewey, Vygotsky, and the Social Administration of the Individual: Constructivist Pedagogy as Systems of Ideas in Historical Spaces89 cited
  • 1988On the Social Nature of Human Cognition: An Analysis of the shared intellectual roots of George Herbert Mead and Lev Vygotsky78 cited
  • 1998Mead, Intersubjectivity, and Education: The Early Writings57 cited

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