Michael Cole

Bio: Michael Cole is an academic researcher from University of East London. The author has contributed to research in topics: Racism & Marxist philosophy. The author has an hindex of 58, co-authored 335 publications receiving 52453 citations. Previous affiliations of Michael Cole include Bishop Grosseteste University & University of California, Irvine.

Cultural psychology: a once and future discipline?

Abstract: Foreword by Sheldon H. White Introduction Enduring Questions and Disputes Cross-Cultural Investigations Cognitive Development, Culture, and Schooling From Cross-Cultural Psychology to the Second Psychology Putting Culture in the Middle Phylogeny and Cultural History A Cultural Approach to Ontogeny The Cognitive Analysis of Behavior in Context Creating Model Activity Systems A Multilevel Methodology for Cultural Psychology The Work in Context Notes References Acknowledgments Index

Cultural Psychology: A Once and Future Discipline

Abstract: Foreword by Sheldon H. White Introduction Enduring Questions and Disputes Cross-Cultural Investigations Cognitive Development, Culture, and Schooling From Cross-Cultural Psychology to the Second Psychology Putting Culture in the Middle Phylogeny and Cultural History A Cultural Approach to Ontogeny The Cognitive Analysis of Behavior in Context Creating Model Activity Systems A Multilevel Methodology for Cultural Psychology The Work in Context Notes References Acknowledgments Index

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Toward an experimental ecology of human development.

Abstract: A broader approach to research in hu- j man development is proposed that focuses on the pro- \ gressive accommodation, throughout the life span, between the growing human organism and the changing environments in which it actually lives and grows. \ The latter include not only the immediate settings containing the developing person but also the larger social contexts, both formal and informal, in which these settings are embedded. In terms of method, the approach emphasizes the use of rigorousj^d^igned exp_erjments, both naturalistic and contrived, beginning in the early stages of the research process. The chang- ing relation between person and environment is con- ceived in systems terms. These systems properties are set forth in a series of propositions, each illus- trated by concrete research examples.

Mixing Qualitative and Quantitative Methods: Triangulation in Action @

Abstract: December 1979, volume 24 There is a distinct tradition in the literature on social science research methods that advocates the use of multiple methods. This form of research strategy is usually described as one of convergent methodology, multimethod/multitrait (Campbell and Fiske, 1959), convergent validation or, what has been called "triangulation" (Webb et al., 1 966). These various notions share the conception that qualitative and quantitative methods should be viewed as complementary rather than as rival camps. In fact, most textbooks underscore the desirability of mixing methods given the strengths and weaknesses found in single method designs.

What Video Games Have to Teach Us About Learning and Literacy

Abstract: Good computer and video games like System Shock 2, Deus Ex, Pikmin, Rise of Nations, Neverwinter Nights, and Xenosaga: Episode 1 are learning machines. They get themselves learned and learned well, so that they get played long and hard by a great many people. This is how they and their designers survive and perpetuate themselves. If a game cannot be learned and even mastered at a certain level, it won't get played by enough people, and the company that makes it will go broke. Good learning in games is a capitalist-driven Darwinian process of selection of the fittest. Of course, game designers could have solved their learning problems by making games shorter and easier, by dumbing them down, so to speak. But most gamers don't want short and easy games. Thus, designers face and largely solve an intriguing educational dilemma, one also faced by schools and workplaces: how to get people, often young people, to learn and master something that is long and challenging--and enjoy it, to boot.