This book explores the vibrant progress of research in the social
development of thinking and learning. The notion of "the thinking
space" has been proposed by Anne-Nelly Perret-Clermont (2004) to
designate the social and situated nature of thinking. This edited
book gathers leading scholars in social and cultural approaches to
learning and thinking who share such initial assumption, and have
explored its implications in the fields of elementary and higher
education, in science and literature, with a wide diversity of
population, and also out of the classroom, in the psychologists'
office or in adult's mutual teaching. This book offers a unique
overview of a largely European tradition of scholarship retracing
its roots in the post-piagetian and vygotskian heritage, it
explores the many facets of this tradition and opens new horizons
for future research. Doing so, it highlights the heuristic power of
an approach that considers learning and thinking as an active,
shared and situated endeavor.
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