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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
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If you require an alternative, accessible format of any information found on this site,
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These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
mcole who-is-at weber.ucsd.edu
Date: 11 Sep 1995
I am a professor of Communication and Psychology at U.C. San Diego and director of the Laboratory of Comparative Human Cognition (LCHC). My central interest is in the role of culture in human development; increasing in recent years I have tried to develop a cultural-historical activity approach to human cognition which combines ideas derived from several national traditions of cultural-historical theorizing. Along with my LCHC colleagues I became interested in computer mediated discussion groups in the early 1980's as a means of continuing to interact with students and colleagues who spent time at LCHC, but moved away in pursuit of their careers. Over the years, I have found this form of interaction especially valuable in supporting fruitful discussions about culture and development social categories that so often impede cooperation including gender, status, discipline, ethnicity, and national origin.
My current research is focused on the design and implementation of activity systems in community settings that combine play, education, and peer interaction. Participants in these systems include elementary-age school children and undergraduates. I study these systems as microcultures and attempt to use them to implement the cultural-historical principle that development always involves the simultaneous operation of several genetic domains simultaneously.
Information concerning these efforts can be found it a recent article, "Socio-cultural-historical psychology: some general remarks and a proposal for a new kind of cultural-genetic methodology" in J.Wertsch, P. Del Rio, & A. Alverez, *Sociocultural studies of mind*, Cambridge University Press.1995
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