Posted: May 1st, 2024

More Knowledgeable Other

More Knowledgeable Other
The concept of a More Knowledgeable Other (MKO) is derived from the sociocultural theory of learning, which was developed by the Russian psychologist Lev Vygotsky. According to this theory, learning is a social process that involves interaction with others who have more experience or expertise in a certain domain. The MKO can be a teacher, a peer, a parent, or anyone who can provide guidance, feedback, or scaffolding to the learner. The MKO helps the learner to achieve a higher level of understanding or skill that they could not reach on their own, by bridging the gap between their current and potential level of development. This gap is called the Zone of Proximal Development (ZPD).

The role of the MKO is not to transmit knowledge to the learner, but to facilitate their cognitive development through dialogue and collaboration. The MKO should be sensitive to the learner’s needs, interests, and abilities, and adjust their level of support accordingly. The MKO should also encourage the learner to become more independent and self-regulated, by gradually withdrawing their assistance as the learner progresses. The ultimate goal of the MKO is to help the learner to internalize the knowledge or skill and apply it in different contexts.

The MKO can have a positive impact on the learner’s motivation, confidence, and engagement, as well as their academic achievement and social skills. However, the effectiveness of the MKO depends on several factors, such as the quality of the interaction, the compatibility of the goals and expectations, and the cultural and linguistic background of both parties. Therefore, it is important for educators to be aware of these factors and to create a supportive and respectful learning environment that fosters meaningful interactions between learners and MKOs.

References:

– Daniels, H. (2016). Vygotsky and pedagogy. Routledge.
– Kozulin, A., Gindis, B., Ageyev, V. S., & Miller, S. M. (Eds.). (2003). Vygotsky’s educational theory in cultural context. Cambridge University Press.
– McLeod, S. (2019). Zone of proximal development and scaffolding. Simply Psychology. https://www.simplypsychology.org/Zone-of-Proximal-Development.html
– Rogoff, B., & Wertsch, J. V. (Eds.). (1984). Children’s learning in the” zone of proximal development”. Jossey-Bass.
– Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
– Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of child psychology and psychiatry, 17(2), 89-100.

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