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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Two thoughts about Olson's work. First, the research he reports that explored at what age children begin to differentiate what is *said* from what is *meant* is open, isn't it, to the classic objection that he has confounded age with years of schooling. Does anyone know of similar research with non-schooled kids? Second, Olson says that writing makes possible the separation between what's said (what's written) and what's meant, and this leads to a new level of consciousness. Seems to me that writing presents kids with the *problem* that these two levels become separated (where in speech they coincide), and that what schools can provide is the intellectual tools (the meta-vocabulary) to help solve this problem. The texts don't do it alone; what's necessary is adults helping kids figure out the texts. Martin On Jul 2, 2012, at 12:12 PM, Michael Glassman wrote: > Hmmm, I do love chapter six. And as Peter suggests this is one of the biggest questions in the US right now, and Vygotsky has always seemed extraordinarily prescient to me - almost an avatar (not the video game avatar, the Hindu avatar). So this is an important issue. > > Michael > > ________________________________ > __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca