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Education and the social brain: linking language, thinking, teaching and learning

Reaction to Prof. Mercer’s paper: Education and the social brain: linking language, thinking, teaching and learning

Jean-Charles Chabanne
p. 35-47

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Introduction
“The social brain”: an image that sounds familiar to French academic audience, at least in educational research related to language learning and language analysis
Developmental psychology and linguistic development models
Metacognition
Evolutionary psychology and related questions
Neurosciences and neurobiological foundations of shared cognition
“Social brain” and cognitive linguistics
“Social brain” and sociological, anthropological, ethnological research fields, and sociolinguistics
Sociology of education and sociology of learning
Educational research: language and learning from the teachers’ point of view and as a specific professional skill
Language and work, language in the workplace, language as a workplace
Language, literacy across the curriculum and multiliteracy
Language or languages: a semiotic problematization
Nonverbal reasoning, nonverbal language
To conclude: teacher education requiring a great achievement in the “art of talking to teach” … or to scaffold the “talking-to-learn”

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Introduction

Let’s begin by thanking Prof. Mercer for his inspiring presentation at the International Seminary at the French Institute of Education (ENS de Lyon), which we are now to discuss. Discussion is not exactly what I’ll be able to do, as far as Prof. Mercer’s work is far ahead from my own mastering of the field. In this contribution, I’d try to re-situate the issue of the interlinking of language and learning (and even language and education at large) in a French context, from the restricted point of view of ‘didactique du français’ (theory and practice of French language and literature teaching). I’d like to make Prof. Mercer feel the way a French scholar, in that peculiar field, would read his work and assumptions.

“The social brain”: an image that sounds familiar to French academic audience, at least in educational research related to language learning and language analys...

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Jean-Charles Chabanne, « Reaction to Prof. Mercer’s paper: Education and the social brain: linking language, thinking, teaching and learning », Éducation et didactique, 10-2 | 2016, 35-47.

Référence électronique

Jean-Charles Chabanne, « Reaction to Prof. Mercer’s paper: Education and the social brain: linking language, thinking, teaching and learning », Éducation et didactique [En ligne], 10-2 | 2016, mis en ligne le 08 juillet 2018, consulté le 21 septembre 2017. URL : http://educationdidactique.revues.org/2524 ; DOI : 10.4000/educationdidactique.2524

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Auteur

Jean-Charles Chabanne

Professeur à l’Institut Français de l’Éducation, École Normale Supérieure de Lyon, université de Lyon

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