Encyclopedia of Educational Philosophy and Theory

Living Edition
| Editors: Michael A. Peters

Philosophy and Transactional Perspective in Learning Sciences

  • Wolff-Michael Roth
Living reference work entry
DOI: https://doi.org/10.1007/978-981-287-532-7_666-1

Introduction

Transaction is an important notion in the learning sciences because it extends and improves upon important insights from the literature on the situated and distributed nature of cognition to also include a temporal dimension (Roth and Jornet 2013). When investigating the learning in some classroom, researchers drawing on the transactional approach no longer assume that students do what the curriculum design intended them to do. Instead, they look at behaviors and performances arising in the situation and identify those features of the environment that students actually take up in their actions and talk. Teachers intending to solicit the same or similar behaviors (practices) from different students or student groups provide different materials allowing students to select those that most speak to them and with which they can enter in correspondence. Teachers also come to understand that they never are or can be in the control over the lived (enacted) curriculum, however...

This is a preview of subscription content, log in to check access.

References

  1. Bateson, G. (1979). Mind and nature: A necessary unity. New York: E. P. Dutton.Google Scholar
  2. Corno, L., Cronbach, L. J., Kupermintz, H., Lohman, D. F., Mandinach, E. B., Porteus, A. W., Talbert, J. E., & for the Stanford Aptitude Seminar. (2002). Remaking the concept of aptitude: Extending the legacy of Richard E. Snow. Mahwah: Lawrence Erlbaum Associates.Google Scholar
  3. Dewey, J. (1929). Experience and nature. London: George Allen & Unwin.CrossRefGoogle Scholar
  4. Dewey, J. (1997). Experience and education. New York: Touchstone (First published in 1938).Google Scholar
  5. Dewey, J., & Bentley, A. F. (1999). Knowing and the known. In R. Handy & E. E. Hardwood (Eds.), Useful procedures of inquiry (pp. 97–209). Great Barrington: Behavioral Research Council (First published in 1949).Google Scholar
  6. Jornet, A., Roth, W.-M., & Krange, I. (2016). A transactional approach to transfer episodes. Journal of the Learning Sciences, 25, 285–330.CrossRefGoogle Scholar
  7. Mead, G. H. (1932). Philosophy of the present. Chicago: University of Chicago Press.Google Scholar
  8. Nietzsche, F. (1967). The will to power. New York: Random House.Google Scholar
  9. Roth, W.-M., & Jornet, A. G. (2013). Situated cognition. WIREs Cognitive Science, 4, 463–478.CrossRefGoogle Scholar
  10. Snow, R. E. (1992). Aptitude theory: Yesterday, today, and tomorrow. Educational Psychologist, 27, 5–32.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.University of VictoriaVictoriaCanada

Section editors and affiliations

  • Wolff-Michael Roth
    • 1
  1. 1.University of VictoriaVictoriaCanada