This idea feels central to the claims of this text. As I consider and wrestle with the ideas in this text, I see the claims as being a both/and because the mental processes of cognition are situated in the context and production of the community's work. It's the practical application of the ways of thinking within situated communities that builds the skills and thinking pathways of students.

If this is discussing the professional level, then, at the k-12 school level, this might go beyond just forming classroom communities, to students experiencing the community of discourse situated in each discipline (aka disciplinary literacy). This is a powerful consideration when considering authentic classroom experiences embedding the thinking and communication unique to each discipline.

Once it's set it stays? But, can't pathways of constructing knowledge within the brain evolve? Doesn't the brain form new connections and electrical pathways across one's life based upon use/disuse? If so, couldn't pathways be made and layered in complex ways as a result of changing stimuli?

I am really excited to hear ideas of the types of books considered appropriate for review. I have spent so much time reading books targeting pedagogy and strategy fro the classroom that having a better idea of what is appropriate for this course will be helpful.

How large will the groups be to ensure there is ample opportunities for multiple facilitations?

How will the private groups be determined?