Bumping to the top of the queue because it is relevant to my current interests (the impossibility of brain-to-brain thought transfer).
And student-centric pedagogy in which learners attempt to make meaning of texts together isn't as new as social media. Dewey, Freire, Vygotsky and others pointed in that direction.
Think of the process Vygotsky describes in terms of the scaffolding metaphor that's currently all over the place. The adult's speech scaffold's the child's behavior, both in action and perception. Then the child learns to use her own speech to scaffold. Finally there's no need for external scaffolding, that is, no speech either from an adult or from the child herself.
Not only can the child listen, she can also speak – though there is a lag between the child's capacity to understand language and the child's ability to produce it such that the child can understand more than she can talk about (Lenneberg, 1967). If the child's utterance contains a command directed toward herself – and there is evidence on this (Vygotsky, 1962; Luria, 1959) – then she is using language to direct her activity in the way which others use language to direct her activity (see Figure 2). The route from acoustic analysis to the execution of the action is the same in both cases, only the utterance's point of origin is different. In one case the utterance originates with another, in the other case with the child herself.