What the pupil articulates here, beyond a discourse on accuracy, corresponds to
theories of pedagogy in which learning, as a cognitive process, develops in the first
instance through interaction with others, not as an isolated, independent act: ‘Every
function of a child’s cultural development appears twice: first, on the social level, and
later, on the individual level; first, between people (interpsychological) and then
inside the child (intrapsychological). This applies equally to voluntary attention, to
logical memory, and to the formation of concepts. All the higher functions originate
as actual relationships between individuals’ [8].
2/good: ... we can interact with people who do this for a living and that helps us to
express it in class and we produce more good work.
Further to a social conception of learning Vygotsky theorised a fundamental condition
for learning ‘The Zone of Proximal Development’ (ZPD). This term denotes: ‘the
distance between the actual development level as determined by independent problem
solving and the level of potential development as determined through problem solving
under adult guidance or in collaboration with more capable peers’ [9].
2/live-wire: We managed to still create an original piece because there was a lot of
people who didn’t think we could do it, but we proved them wrong and we did it by
asking for help, I think.
There is a recognition here of the way teachers have to structure learning experiences
to account for individual and group needs, to translate new concepts into accessible