Vygotsky suggested that pedagogy should include both cognitive and

social learning. Reflect on why he made this observation.

Vygotskys opinion that pedagogy needs to include both cognitive and social
learning follows many peoples thoughts as peoples understandings of education
increase. Lingard and Keddi (2012) call this link between cognitive and social
learning in schools productive pedagogies. The NSW Department of Education
and Communities (2011) have three main teaching areas; intellectual quality
(which includes a deep understanding, higher order thinking etc.), Quality
learning environment (which includes engagement, social support etc.) and
significance (which includes cultural significance, inclusivity etc.). These all show
that social learning is being included in schools pedagogies.
I believe that social learning is as important as cognitive learning, if not more so.
As teaching for effective learning framework (2010) states Education equips
young people with the knowledge, understanding, skills and values to make the
most of opportunities and to face the challenges of living and working in the 21 st
century. This to me should be the undertone of every pedagogy. To best get
young people the knowledge, understanding, skills and values to live and work in
the 21st century we need to make sure that they can achieve both socially and
cognitively. If a person goes for a job interview they need to have the
qualifications that comes from the cognitive learning, but they also have to be
able to socially interact with the interviewer and whoever else is there. Another
example is if a student is trying to further their career, one of the main ways this
is done is through socialising. If we do not teach cognitively and socially then we
are not equipping our students for their future.
All of this shows that schools should spend time letting their students learn social
and cognitive skills. I saw schools teaching social skills on my placement as the
students had pastoral care. This made a big impact on the students attitude to
each other and the school.
Reference
Lingard, B. & Keddie, A. (2012). Redistribution, recognition and representation:
working against pedagogies of indifference. Pedagogy, Culture & Society Vol 21
(3). Pp. 427-447
South Australia. Dept. of Education and Children's Services. (2010). South
Australian teaching for effective learning framework guide : a resource for
developing quality teaching and learning in South Australia / Dept.of Education
and Childrens Services. Produced by Curriculum Services, Teaching for Effective
Learning team.
State of New South Wales through the Department of Education and
Communities. (2011). Using the NSW model of pedagogy as a framework to
reflect on PDHPE programs and practice. (Accessed on 23 March 2015). Available
from;
<http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/prolearn/
reading/pr_005.htm>