Commentary Time to Merge Vygotskian and Constructivist Conceptions of Knowledge Acquisition

Abstract

Abstract The five chapters in this section made an agreeable impression on me, a sympathetic outsider of the North American Vygotskian school. All are based on the authors’ long-standing research on knowledge acquisition in the classroom, and they propose some extension or revision of the Vygotskian conception of learning by instruction. More precisely, their proposed extension has been motivated by the need to understand and develop further their target instructional practice. As Moll and his associates (this volume) put it, ‘practice can exceed as well as inform and elaborate‘ theoretical notion.

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