I am deeply rooted in the sociocultural perspectives on learning, but find highly relevant aspects also in the cognitive theory tradition. Pedagogical theory as models, as structures, or as framework for understanding human conduct, communication and condition, holds the potential of many profoundly interesting discussions.
More concretely, I identify strongly with the writings of, amongst others, Roger Säljö, Lev Vygotsky, James Wertch, John Shotter, Marx Wartofsky, Jean Lave and Etienne Wenger. Roger Säljö can represent something close to the core of my interest. He mentions in some of his texts the fact that the human being as a biological species has not developed significantly in the latest thousands of years, but still we have changed our ways of living fundamentally. It is nothing in our biological predispositions that make us able to live so a different life compared to earlier times, but what has changed is our capacity to store, distribute and redistribute knowledge, and to enhance and develop that knowledge. Marx Wartofsky argues that we as humans not only develop new knowledge, but also the means by which we develop new knowledge. According to Wartsfsky it is not only our knowledge that develops, but also the very foundation of producing knowledge, making it possible for us to produce new “sorts” of knowledge and gain insights that was not even imaginable just decades earlier. This is not only true in our time – although more prominent the latest hundred years, but is an inherent feature of human and societal development in general.
Also, the pedagogical philosophy contains – in my view – exceptional amounts of interesting questions. In ancient greece, Zeno of Elea (ca. 490–430 BC) displays some early epistemological issues in his paradoxes. Socrates, in Plato’s dialogue Meno, tries to shed light on the fundamental question of how it is possible at all to learn something we don’t know what is. Fast forward to Kant’s transcendental philosophy with its forms of experiences, Dewey’s pragmatism, Piaget’s cognitive schemas, and of course Vygotsky’s view on the social aspects, all can be a stimulus for developing an understand of how knowledge come to life. We have been overflown with an ocean of epistemological challenges and arrays. To dwell into the depth of these questions and issues, provide a substantial ground for lifelong reflection and stimulation.