Pub Date : 2022-04-03DOI: 10.1080/10749039.2022.2092151
N. Hopwood
ABSTRACT Theorizing agency is crucial to intervening in social, economic, political, and environmental crises. This paper examines three approaches to agency within cultural-historical activity theory (CHAT): transformative activist stance (Stetsenko), transformative agency by double stimulation (Sannino), and relational agency (Edwards). All three uphold CHAT’s rebellious gist, where our actions are shaped by circumstances but where the possibility of transcending those circumstances always remains. However, the paper finds important differences despite common foundations and apparent similarities in relation to dialectics, mediation, motives, and practice. Bringing these distinctions into relief highlights what each framework offers and nuances that hold them helpfully apart.
{"title":"Agency in cultural-historical activity theory: strengthening commitment to social transformation","authors":"N. Hopwood","doi":"10.1080/10749039.2022.2092151","DOIUrl":"https://doi.org/10.1080/10749039.2022.2092151","url":null,"abstract":"ABSTRACT Theorizing agency is crucial to intervening in social, economic, political, and environmental crises. This paper examines three approaches to agency within cultural-historical activity theory (CHAT): transformative activist stance (Stetsenko), transformative agency by double stimulation (Sannino), and relational agency (Edwards). All three uphold CHAT’s rebellious gist, where our actions are shaped by circumstances but where the possibility of transcending those circumstances always remains. However, the paper finds important differences despite common foundations and apparent similarities in relation to dialectics, mediation, motives, and practice. Bringing these distinctions into relief highlights what each framework offers and nuances that hold them helpfully apart.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"108 - 122"},"PeriodicalIF":1.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43328307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/10749039.2022.2098337
Peter J. Woods
ABSTRACT Emerging at the intersection of industrial, punk, electronic music, and avant-garde jazz, noise music represents a niche subgenre reliant on loud, discordant, and arrhythmic sounds to make music. Yet despite its place within the (broadly defined) experimental music tradition, research into experimental music education has largely overlooked the genre. In response, I explore noise music through the lens of situated learning theory by addressing the following research question: how do noise musicians develop their artistic practice? To do so, I present findings from a comparative case study centered on two intertwined experimental music concert and workshop series focused on noise music. I begin by analyzing interview data from seventeen featured artists to construct a process model of artistic practice shared between musicians. I then employ bidirectional artifact analysis to trace the development of one novice participant in the series through this model. In turn, these findings not only illuminate how experimental musicians learn within informal settings but provide a potential model of learning for informal education communities more broadly. This study also holds implications for situated learning theory by asserting the influence of non-anthropocentric actors within communities of practice.
{"title":"Learning to make noise: toward a process model of artistic practice within experimental music scenes","authors":"Peter J. Woods","doi":"10.1080/10749039.2022.2098337","DOIUrl":"https://doi.org/10.1080/10749039.2022.2098337","url":null,"abstract":"ABSTRACT Emerging at the intersection of industrial, punk, electronic music, and avant-garde jazz, noise music represents a niche subgenre reliant on loud, discordant, and arrhythmic sounds to make music. Yet despite its place within the (broadly defined) experimental music tradition, research into experimental music education has largely overlooked the genre. In response, I explore noise music through the lens of situated learning theory by addressing the following research question: how do noise musicians develop their artistic practice? To do so, I present findings from a comparative case study centered on two intertwined experimental music concert and workshop series focused on noise music. I begin by analyzing interview data from seventeen featured artists to construct a process model of artistic practice shared between musicians. I then employ bidirectional artifact analysis to trace the development of one novice participant in the series through this model. In turn, these findings not only illuminate how experimental musicians learn within informal settings but provide a potential model of learning for informal education communities more broadly. This study also holds implications for situated learning theory by asserting the influence of non-anthropocentric actors within communities of practice.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"169 - 185"},"PeriodicalIF":1.9,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47511923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1080/10749039.2022.2049310
P. N. Marques
ABSTRACT This paper discusses the various appearances of theater in the writings of L. S. Vygotsky. Starting with an overview of his early and still little explored production of theatrical criticism, we observe how theater gradually entered the field of psychology and came to be analyzed as a psychological problem. The analysis of this topic reveals an important shift in Vygotskian thought, i.e., a turn from objective to concrete psychology. With respect to Vygotsky’s aesthetic stance, the paper provides a commentary about the relations between art and society, an underlying topic for the cultural-historical perspective.
{"title":"L. S. Vygotsky on theater: from theatrical critique to the Psychology of the actor","authors":"P. N. Marques","doi":"10.1080/10749039.2022.2049310","DOIUrl":"https://doi.org/10.1080/10749039.2022.2049310","url":null,"abstract":"ABSTRACT This paper discusses the various appearances of theater in the writings of L. S. Vygotsky. Starting with an overview of his early and still little explored production of theatrical criticism, we observe how theater gradually entered the field of psychology and came to be analyzed as a psychological problem. The analysis of this topic reveals an important shift in Vygotskian thought, i.e., a turn from objective to concrete psychology. With respect to Vygotsky’s aesthetic stance, the paper provides a commentary about the relations between art and society, an underlying topic for the cultural-historical perspective.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"143 - 155"},"PeriodicalIF":1.9,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46373487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-03DOI: 10.1080/10749039.2022.2042029
Leif Östman, Johan Öhman
ABSTRACT Investigating learning in ongoing classroom practices involves a number of methodological challenges. One main challenge, identified by scholars in sociocultural approaches, is how to take both the individual and the environment into consideration in analyses. Although the challenge we are addressing are methodological in character, the work of coming up with a transactional methodology requires philosophical and theoretical clarifications and here we use mainly the work of John Dewey. The main ambition of this article is to present and empirically illustrate a transactional research methodology – a package of analytical models and an analytical method – that fully recognize the dynamic relations between the individual and the environmental dimensions – how they interplay in the learning process and how certain learning outcomes result from that interplay. The three models we present concerns the trajectory of learning, how the influence of the individual and environmental dimensions on students learning can be understood and approached transactionally respectively the learning outcome in terms of what the person learn when (re)creating habits. The analytical method presented and illustrated is built upon a first person perspective on language use, which dissolves some of the methodological problems when investigating the individual dimension through in situ analyses.
{"title":"A transactional methodology for analysing learning","authors":"Leif Östman, Johan Öhman","doi":"10.1080/10749039.2022.2042029","DOIUrl":"https://doi.org/10.1080/10749039.2022.2042029","url":null,"abstract":"ABSTRACT Investigating learning in ongoing classroom practices involves a number of methodological challenges. One main challenge, identified by scholars in sociocultural approaches, is how to take both the individual and the environment into consideration in analyses. Although the challenge we are addressing are methodological in character, the work of coming up with a transactional methodology requires philosophical and theoretical clarifications and here we use mainly the work of John Dewey. The main ambition of this article is to present and empirically illustrate a transactional research methodology – a package of analytical models and an analytical method – that fully recognize the dynamic relations between the individual and the environmental dimensions – how they interplay in the learning process and how certain learning outcomes result from that interplay. The three models we present concerns the trajectory of learning, how the influence of the individual and environmental dimensions on students learning can be understood and approached transactionally respectively the learning outcome in terms of what the person learn when (re)creating habits. The analytical method presented and illustrated is built upon a first person perspective on language use, which dissolves some of the methodological problems when investigating the individual dimension through in situ analyses.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45048239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-14DOI: 10.1080/10749039.2022.2038629
J. Garrison
ABSTRACT This paper revisits Michael Cole’s influential Cultural Psychology. The goal is to reconstruct Cole by putting him into critical and creative dialogue with John Dewey’s theory of transaction. It explores four advantages that arise by reconstructing Cole as a fully consistent Darwinian naturalist understood in terms of an equally consistent Deweyan transactionalism. One advantage is that transactional coordination can replace Cole’s reliance on mediation. Second, one can recognize potentiality as a category of existence. Third, it becomes easier for Cole to engage the embodied aspects of mental functioning. Finally, transactionalism overcomes Cole’s residual culture versus nature dualism.
{"title":"“Putting culture in the middle”: A transactional reconstruction","authors":"J. Garrison","doi":"10.1080/10749039.2022.2038629","DOIUrl":"https://doi.org/10.1080/10749039.2022.2038629","url":null,"abstract":"ABSTRACT This paper revisits Michael Cole’s influential Cultural Psychology. The goal is to reconstruct Cole by putting him into critical and creative dialogue with John Dewey’s theory of transaction. It explores four advantages that arise by reconstructing Cole as a fully consistent Darwinian naturalist understood in terms of an equally consistent Deweyan transactionalism. One advantage is that transactional coordination can replace Cole’s reliance on mediation. Second, one can recognize potentiality as a category of existence. Third, it becomes easier for Cole to engage the embodied aspects of mental functioning. Finally, transactionalism overcomes Cole’s residual culture versus nature dualism.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44367211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10749039.2022.2053545
Rosemary Gilby, Laura Jobson, K. Adams
ABSTRACT Employing Yarning method, this study describes people’s experiences of a Welcome Baby to Country ceremony in Australia. People articulated immediate social and emotional wellbeing benefits via strengthened identity, belonging and connections to family, community and country. The value of cultural re-initiation and continuity for Aboriginal children’s programs cannot be underestimated. Settler colonial paradigms are ill-fit, potentially causing lasting damage by undermining a child’s development and identity. Embedding meaningful cultural practice will have lifelong benefits for children’s cognition, emotional regulation, education, social skills and memory. As children will know: who they are; where they belong and; how to confidently act in the world.
{"title":"“It just makes you feel…like you belong finally”: people’s experiences of the Mildura “Welcome Baby to Country” aboriginal ceremony","authors":"Rosemary Gilby, Laura Jobson, K. Adams","doi":"10.1080/10749039.2022.2053545","DOIUrl":"https://doi.org/10.1080/10749039.2022.2053545","url":null,"abstract":"ABSTRACT Employing Yarning method, this study describes people’s experiences of a Welcome Baby to Country ceremony in Australia. People articulated immediate social and emotional wellbeing benefits via strengthened identity, belonging and connections to family, community and country. The value of cultural re-initiation and continuity for Aboriginal children’s programs cannot be underestimated. Settler colonial paradigms are ill-fit, potentially causing lasting damage by undermining a child’s development and identity. Embedding meaningful cultural practice will have lifelong benefits for children’s cognition, emotional regulation, education, social skills and memory. As children will know: who they are; where they belong and; how to confidently act in the world.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"5 - 20"},"PeriodicalIF":1.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47941667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10749039.2022.2059513
S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams
The editorial collective of Mind, Culture, and Activity (MCA) stands with the victims of the war in Ukraine. We say no to war in Ukraine, and no to the “forgotten” wars and forms of violence in Ethiopia, Libya, Palestine, Somalia, Syria, and Yemen. People have the same worth no matter their skin color, gender, or sexual orientation. It is imperative to disband the military everywhere, to direct military spending to education, climate change, and cancer research. We believe each one of us must support the global peace movement and pay attention to hostile discourses leading to war and violence before it is too late. We should not take our eyes away from the struggles for social and racial justice that are ongoing all over the world. We take to heart Cherríe Moraga’s words said soon after 9/11: “Terrorism will never be defeated by big guns, only by big minds and hearts.” We say stop all wars, demilitarize every country, join peace movements where you are, and stand up to all forms of injustice, racism, and inequality.
{"title":"No to war","authors":"S. Choudry, Arturo Cortez, B. Ferholt, Ivana Guarrasi, Alfredo Jornet, Monica Lemos, M. W. Mahmood, B. Nardi, Antti Rajala, A. Stetsenko, J. Williams","doi":"10.1080/10749039.2022.2059513","DOIUrl":"https://doi.org/10.1080/10749039.2022.2059513","url":null,"abstract":"The editorial collective of Mind, Culture, and Activity (MCA) stands with the victims of the war in Ukraine. We say no to war in Ukraine, and no to the “forgotten” wars and forms of violence in Ethiopia, Libya, Palestine, Somalia, Syria, and Yemen. People have the same worth no matter their skin color, gender, or sexual orientation. It is imperative to disband the military everywhere, to direct military spending to education, climate change, and cancer research. We believe each one of us must support the global peace movement and pay attention to hostile discourses leading to war and violence before it is too late. We should not take our eyes away from the struggles for social and racial justice that are ongoing all over the world. We take to heart Cherríe Moraga’s words said soon after 9/11: “Terrorism will never be defeated by big guns, only by big minds and hearts.” We say stop all wars, demilitarize every country, join peace movements where you are, and stand up to all forms of injustice, racism, and inequality.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"1 - 4"},"PeriodicalIF":1.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44289648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/10749039.2022.2060260
Danyal Farsani, Troels Lange, T. Meaney
ABSTRACT Gestures have been shown to reflect speakers’ embodied thinking about mathematical concepts and play a role in conveying understandings in teaching/learning interactions. However little research has been done to consider the similarities and differences in the functions that a particular gesture might have in mathematics classrooms in different parts of the world. In this paper, the occurrence of a metaphorical gesture to do with addition in a bilingual mathematics classroom in the UK and two Spanish-speaking classrooms in Chile is investigated. To do this, we elaborate on Systemic Functional Linguistics to consider how the gesture is integrated with other modes of communication to reflect the immediate context of situation as well as a wider mathematics education context of culture. An analysis of the interactions in three classrooms illustrates how the gesture seemed to convey extra meanings, sometimes complementary and sometimes contradictory, to what was expressed through other modes. Besides adding meaning to the mathematical ideas conveyed verbally, the gesture could potentially convey meanings to participants in the interactions about interpersonal relationships which were not as evident in the verbal communication.
{"title":"Gestures, systemic functional linguistics and mathematics education","authors":"Danyal Farsani, Troels Lange, T. Meaney","doi":"10.1080/10749039.2022.2060260","DOIUrl":"https://doi.org/10.1080/10749039.2022.2060260","url":null,"abstract":"ABSTRACT Gestures have been shown to reflect speakers’ embodied thinking about mathematical concepts and play a role in conveying understandings in teaching/learning interactions. However little research has been done to consider the similarities and differences in the functions that a particular gesture might have in mathematics classrooms in different parts of the world. In this paper, the occurrence of a metaphorical gesture to do with addition in a bilingual mathematics classroom in the UK and two Spanish-speaking classrooms in Chile is investigated. To do this, we elaborate on Systemic Functional Linguistics to consider how the gesture is integrated with other modes of communication to reflect the immediate context of situation as well as a wider mathematics education context of culture. An analysis of the interactions in three classrooms illustrates how the gesture seemed to convey extra meanings, sometimes complementary and sometimes contradictory, to what was expressed through other modes. Besides adding meaning to the mathematical ideas conveyed verbally, the gesture could potentially convey meanings to participants in the interactions about interpersonal relationships which were not as evident in the verbal communication.","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"75 - 95"},"PeriodicalIF":1.9,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44730313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-01Epub Date: 2023-02-23DOI: 10.1080/10749039.2023.2178014
Karlyn R Adams-Wiggins, Julia S Dancis
Recent science education reforms have incorporated a range of Vygotskyan-inspired theories of learning, which has been conducive to studies of learners' participation in scientific practices. Yet, these theories vary in their emphasis on local sociocultural context's relationship to broader sociohistorical context as contributors to science learning, in some cases limiting these studies' ability to challenge adaptationist tendencies. The present study examined identity and motivation processes in an inquiry science context with the goal of better historicizing these processes by describing the phenomenon of exclusion cascades in relation to two backgrounded cultural-historical processes, alienation and the social division of labor. This microgenetic case study employed videorecorded observations of two small group collaborations in 7th grade inquiry science classrooms. Exclusion cascades involve a series of peer interactions inside the group that produce a marginal position for a given group member and exceed the grain size of an interactional turn. Analysis of exclusion cascades allowed the mutual constitution of competence and belonging to be observed, highlighting an interplay between academic and peer status hierarchies in group functioning. Theoretical and practical implications are discussed with a focus on how future work can challenge adaptationism in science education.
{"title":"Marginality in Inquiry-Based Science Learning Contexts: The Role of Exclusion Cascades.","authors":"Karlyn R Adams-Wiggins, Julia S Dancis","doi":"10.1080/10749039.2023.2178014","DOIUrl":"10.1080/10749039.2023.2178014","url":null,"abstract":"<p><p>Recent science education reforms have incorporated a range of Vygotskyan-inspired theories of learning, which has been conducive to studies of learners' participation in scientific practices. Yet, these theories vary in their emphasis on local sociocultural context's relationship to broader sociohistorical context as contributors to science learning, in some cases limiting these studies' ability to challenge adaptationist tendencies. The present study examined identity and motivation processes in an inquiry science context with the goal of better historicizing these processes by describing the phenomenon of exclusion cascades in relation to two backgrounded cultural-historical processes, alienation and the social division of labor. This microgenetic case study employed videorecorded observations of two small group collaborations in 7<sup>th</sup> grade inquiry science classrooms. Exclusion cascades involve a series of peer interactions inside the group that produce a marginal position for a given group member and exceed the grain size of an interactional turn. Analysis of exclusion cascades allowed the mutual constitution of competence and belonging to be observed, highlighting an interplay between academic and peer status hierarchies in group functioning. Theoretical and practical implications are discussed with a focus on how future work can challenge adaptationism in science education.</p>","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 4","pages":"356-373"},"PeriodicalIF":1.9,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10328446/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9864716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-12DOI: 10.1080/10749039.2021.2005102
J. Camillo
Machado de Assis (1839–1908), one of the greatest Brazilian writers, has pleased us with an insightful short story called Canary Thoughts (Assis, 2018). The story is narrated by an ornithologist named Macedo, who unexpectedly ran into a cage inhabited by a canary in a junk store. Extraordinarily, the canary was able to trill ideas about the world that sounded like the human language to Macedo. When asked if he missed the infinite blue sky and the world outside, the canary readily responded:
{"title":"Neoliberal psychology","authors":"J. Camillo","doi":"10.1080/10749039.2021.2005102","DOIUrl":"https://doi.org/10.1080/10749039.2021.2005102","url":null,"abstract":"Machado de Assis (1839–1908), one of the greatest Brazilian writers, has pleased us with an insightful short story called Canary Thoughts (Assis, 2018). The story is narrated by an ornithologist named Macedo, who unexpectedly ran into a cage inhabited by a canary in a junk store. Extraordinarily, the canary was able to trill ideas about the world that sounded like the human language to Macedo. When asked if he missed the infinite blue sky and the world outside, the canary readily responded:","PeriodicalId":51588,"journal":{"name":"Mind Culture and Activity","volume":"29 1","pages":"101 - 104"},"PeriodicalIF":1.9,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43557506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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