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These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
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Thanks Larry, I would really be interested if you can say more and if it will not be time consuming for you. You are right, I also met Simon Fraser during my search. Thanks again. Ulvi 2013/7/24 Larry Purss <lpscholar2@gmail.com> > Ulvi, > > You mentioned you are interested in *cognitive CHANGE*. > > Within the concept *neuroplasticity* is implicit Nero change. > > There is a scholar in France [Catherine Malabou] whose central conceptual > thesis explores *plasticity* as from the Greek *to mold or to model.* > She moves the concepts of *dynamic* and *systems* and *theory* and *neural* > within the orbit of the central thesis of plasticity as change, > transformation and metamorphosis. > > Not sure if this is too far off topic. > > I also want to mention *neo-Piagetian* theory including Vygotsky and > Wittgenstein is being explored at SIMON Fraser University. > If interested I could say more. > Larry > > > On Wed, Jul 24, 2013 at 6:39 AM, Ulvi İçil <ulvi.icil@gmail.com> wrote: > > > Dear Andy and all, I found Kurt Fisher, he is at Harvard, Mind, Brain and > > Education. > > > > He is described as: > > > > > > > http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development > > > > Fischer's theory differs from the other neo-Piagetian theories in a > number > > of respects. One of them is in the way it explains cognitive change. > > Specifically, although Fischer does not deny the operation of information > > processing constrains on development, he emphasizes on the environmental > > and social rather than individual factors as causes of development. To > > explain developmental change he borrowed two classic notions from Lev > > Vygotsky,[12]< > > > http://en.wikipedia.org/wiki/Neo-Piagetian_theories_of_cognitive_development#cite_note-12 > > >that > > is, internalization and the zone of proximal development. > > > > I am rather interested in the application of the new findings in the > field > > of educational neuroscience into the theory and practice of education. > > > > Ulvi > > > > 2013/7/23 Andy Blunden <ablunden@mira.net> > > > > > Ulvi, best of luck in your search, and maybe someone on this list can > > > help. But don't get your hopes up. > > > Lawrence Barsalou is a very sophisticated writer on neuroscience, but > in: > > > > > > Barsalou, L. W. (1992) “Cognitive Psychology. An Overview for Cognitive > > > Scientists,” Hillsdale NJ: Lawrence Earlbaum. > > > > > > where he has a chapter on education, he characterises education as: > > > “teachers provide information that students incorporate into existing > > > knowledge” - in other words, not only does he use "folk psychology" in > > his > > > grasp of the subtlties of education, but he seems to be unaware that > this > > > antiquated "theory" of teaching and learning has been subject to any > > > critique over the past 100 years. A classic illustration of the problem > > > that Greg has been raising. > > > > > > Andy > > > > > > > > > Ulvi İçil wrote: > > > > > >> Dear all, > > >> > > >> I would like to know some outstanding scholar names in the field of > > >> educational neuroscience, working in the line of sociocultural theory. > > >> Thanks. > > >> Ulvi > > >> > > >> > > >> > > >> > > > > > > -- > > > ------------------------------**------------------------------** > > > ------------ > > > *Andy Blunden* > > > Home Page: http://home.mira.net/~andy/ > > > Book: http://www.brill.nl/concepts > > > http://marxists.academia.edu/**AndyBlunden< > > http://marxists.academia.edu/AndyBlunden> > > > > > > > > > > > > > > >