How Literature Discussion Shapes Thinking: ZPDs for Teaching/Learning Habits of the Heart and Mind  

Oleh:

Miller, Suzanne M.

Jenis: Article from Books - E-Book
Dalam koleksi: Vygotsky’s Educational Theory in Cultural Context, page 289-316.
Topik: Teacher-Mediated Text Discussion; Transform Classroom Context; Teachers as Mediators; Student-Initiated Narrative Re?ection; Assisting Critical-Narrative Thinking
Fulltext: How Literature Discussion Shapes Thinking ZPDs for TeachingLearning Habits of the Heart and Mind.pdf (190.42KB)

Isi artikel

Within the last few decades literature has been broadly recognized in many disciplines as a major way of knowing, a distinct narrative mode of understanding that can contribute to a keen and critical mind. By stimulating attention to dilemmas, alternative human possibilities, and the manysidedness of the human situation, literature provides “the varying perspectives that can be constructed to make experience comprehensible” (Bruner, 1986, p. 37). Theoretical conceptions of the act of reading literature have also changed during the last century from New Critical approaches for getting static meaning out of a text to constructivist approaches requiring readers’ active making of meaning (Bartholomae & Petrosky, 1986; Rosenblatt, 1978). Literature learning, in this view, involves creating and elaborating responses and interpretations within the constraints and resources of the text and classroom conversations – as a means of learning to enter into larger cultural conversations about interpretations and possible meanings (Applebee, 1996).

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