Learning from people, things, and signs |
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Authors: | Michael H G Hoffmann |
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Institution: | (1) School of Public Policy, Georgia Institute of Technology, D.M. Smith Building, 685 Cherry Street, N.W., Atlanta, GA 30332-0345, USA |
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Abstract: | Starting from the observation that small children can count more objects than numbers—a phenomenon that I am calling the “lifeworld
dependency of cognition”—and an analysis of finger calculation, the paper shows how learning can be explained as the development
of cognitive systems. Parts of those systems are not only an individual’s different forms of knowledge and cognitive abilities,
but also other people, things, and signs. The paper argues that cognitive systems are first of all semiotic systems since
they are dependent on signs and representations as mediators. The two main questions discussed here are how the external world
constrains and promotes the development of cognitive abilities, and how we can move from cognitive abilities that are necessarily
connected with concrete situations to abstract knowledge.
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Keywords: | Lifeworld dependency of cognition Implicit knowledge Distributed and situated cognition Cognitive apprenticeship Scaffolding Internalization Shared intentionality Semiotics Diagrammatic reasoning Pragmatism Peirce Vygotsky |
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