Project learn school community: An educational practice meets an educational activity theory

dc.creator	Marjanovic-Shane Ana
dc.creator	Fox Fran
dc.creator	Pollack-Johnson Bruce
dc.creator	Pack-Allender Lisa
dc.creator	Girard Brian
dc.creator	Rothschild Karen
dc.date	2006-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:48:02Z
dc.date.available	2015-08-12T11:48:02Z
dc.identifier	10.2298/ZIPI0601025M
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/7eb2dc7aadc0435c8936cb83c3bc287c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31542
dc.description	Project Learn School community is a unique school coop in Philadelphia Founded 30 years ago, Project Learn was created as a cooperative between teachers, parents and students. The main philosophical principle, derived from J. Dewey’s educational theories is the principle of equality between the parties in the educative process. Other guiding philosophical principles are: the emphasis on the unique constellation of abilities of every student creating opportunities for meaningful personal involvement in the learning process, developing a sense of responsibility in students for themselves and for the larger world, and, finally, educating the whole person rather than just teaching academic skills. Although Cultural Historical Activity theory of L.S. Vygotsky was not very well known in the United States at the time of it’s founding, this school embodies several basic principles of Cultural Historical Activity theory. Among them is the principle of social mediation of the relationship between the subject and the object. The same principle is actualized through the rich use of cultural tools and symbols such as very developed programs in art, music and drama, as well as the frequent use of play and play like activities both to motivate and to create a collaborative learning atmosphere. Furthermore, the unique style of governance, where all families participate without delegation of their decision making powers, provides for a powerful model of human relationships, rules and norms believed to be the most beneficial for individual learning and the over all social development.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2006/0579-64310601025M.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 38, Iss 1, Pp 25-44 (2006)
dc.subject	project learn school community
dc.subject	cultural-historical activity theory
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Project learn school community: An educational practice meets an educational activity theory
dc.type	article