[Xmca-l] Re: "this remarkable list" (Gabosch, 2002)

[mike cole]

Is this what you are looking for, Anthony?
Here is a good translation.
Seth's article is super helpful in untangling misunderstandings. The
translation of obuchenie in* Mind in Society*
as learning is misleading, for reasons explained in the attached article I
wrote several years ago about the problem.
(the problem is alive and well in a field called "learning sciences" where
instruction is a cipher and development
is not the primary category).

Your set of videos is a great resource.  And your use of the
xlchc/xmca archives is just what was hoped for when
we began the practices that have evolved into what one sees today. We have
not heard from Steve for a long time,
but he got his PH.D supported by participants in the discussion at this
time. He is/was an assembly line work at
Boeing at the time.

Mike
PS - Now if we could collectively move from pseudoconcepts to few concepts
and have the wits to know the difference
it would be great!!  :-)



On Wed, Aug 19, 2020 at 8:50 AM Anthony Barra <anthonymbarra@gmail.com>
wrote:

> Good afternoon,
>
> In a search for an article cited in S. Chaiklin's great "The zone of
> proximal development in Vygotsky’s analysis of learning and instruction"
> (2003), I stumbled upon a post that I believe many here will enjoy
> re-reading:
> http://lchc.ucsd.edu/MCA/Mail/xmcamail.2002_11.dir/0156.html
>
> Thank you,
>
> Anthony
>
> P.S.  Here is the article I was searching for (in case anyone can help):
>
>    - Vygotsky, L. S. (1935a). Dinamika umstvennogo razvitiza shkol’nika v
>    svjazi s obucheniem. In Umstvennoie razvitie detei v protsesse obuchenia
>    (pp. 33-52). Moscow/Leningrad: Gosudarstvennoie Uchebno-pedagogicheskoie
>    Izdatel’stvo.
>
> And the reference, in context:
>
>> "In one article, which as far as I know is neither translated nor readily
>> available, Vygotsky (1935a) describes a set of experiments in which
>> children are tested and identified to have a high or low IQ as well as a
>> large or small zone (as determined by the kind of procedure described in
>> the previous paragraph). Subsequent school success is determined, and it
>> appears that the size of the zone of proximal development was more
>> predictive than IQ. That is, children with a larger zone of proximal
>> development (i.e., more maturing functions are currently available) had
>> comparable intellectual development, regardless of IQ. Similarly, children
>> with a smaller zone of proximal development had a comparable intellectual
>> development, regardless of the initially measured IQ. In other words, the
>> zone of proximal development gave a better indication for
>> predicting/understanding future intellectual development than a measure of
>> independent performance, where the explanation is that the greater number
>> of maturing functions gives a child better opportunities to benefit from
>> school instruction. A detailed summary of this article is found in van der
>> Veer and Valsiner (1991, pp. 336-341)." (Chaiklin, 2003, p. 12-13).
>>
>

-- 

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Angel's View of History

It is only in a social context that subjectivism and objectivism,
spiritualism and materialism, activity and passivity cease to be
antinomies, and thus cease to exist as such antinomies. The resolution of
the theoretical contradictions is possible only through practical means,
only through the practical energy of humans. (Marx, 1844).
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