SPOŁECZNY KONTEKST KSZTAŁCENIA. RZECZ O PROLEPTIC INSTRUCTION
The social context of learning and teaching. The case for proleptic instruction

Summary/Abstract: The problems of the human development may be analyzed at many levels. The key issue in this article is the role that the others, in formal and informal instruction, play in the human development. In successful instruction the adult must involve the child in the solution of the problem rather than simply solving the problem and reporting the solution to the child. Effective instruction may require the expert to lead the novice throught the process with both involved in the activity. A novice learns information and skills in formal or informal instruction by observing an expert while participating at a comfortable but slightly challenging level, the zone of proximal development, in the problem's solution. J.V. Wertsch and C.A. Stone reffered to such learning and teaching as "proleptic instruction". This process functions as a deliberate, tacit one, which the participants create in the course of communication. Proleptic instruction occurs in the real interaction between the expert and the novice. The most important feature of such instruction is the transfer of responsibility for the management of their joint problem solving from the teacher to the learner. Thinking of the formal school instruction as the proleptic instruction, the author attemps to setermine the circumstances of constructing a shared understanding of the material.

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