[Xmca-l] Re: Emotion as "Sputnik"

[Annalisa Aguilar]

David,

Wouldn't it be possible to do this with what we know about mirror neurons?

Have student-dyads take turns where one partner is online for one module and the other partner is in class for a different module and then have them teach one another the module that the partner did not attend. Then they would swap between online and in person for different modules.

This could be done in weekly lengths where Fridays there is method of measuring their concept formations. This would be structured as a "review" so that no student is left out of learning, if that were to occur, and they could have the gaps filled in of there were any.

My hypothesis is that there would be differences in how the students taught one another, based upon whether they experienced a module online or in person. Differences would be detected if similar traits in concept formation were determined from whether a student learned a module in person or online.

How a concept is mirrored from one student to the next might be measurable, wouldn't it?

I'm not a researcher, and nothing but a novice, but might this be a way of detecting differences between the mode a module was taken in (i.e., online vs in person)?

Kind regards,

Annalisa


________________________________
From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on behalf of David Kellogg <dkellogg60@gmail.com>
Sent: Friday, June 12, 2020 6:47 PM
To: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
Subject: [Xmca-l] Emotion as "Sputnik"


  [EXTERNAL]

How could we experimentally test Vygotsky’s theory that emotion plays a key “sputnik” role in concept formation? It seems as if no laboratory test is really possible and no mass test in schools would be ethical.



Alas, the mere fact that something is unthinkable does little to prevent it from happening these days.  In the last year, there have been, for example, mass experiments on human subjects in the US, Sweden and the UK which have led to tens of thousands of unnecessary deaths, something we have not really seen on this scale since Nazi experiments and the American “trial” of the “Little Boy” bomb design on Hiroshima. Just as Vygotsky made sense of what became Nazi psychology (Spranger, Kretschmer, Kroh, and Potzl), we will have to, whether we accept the ethics of the experiment or not, make sense of the data.



Consider three modes of teaching reading to the same class of Korean eighth graders: recorded lectures which are made available on line and supplemented with homework, video-conferencing classes which allow T-S interaction but minimal S-S interaction, and finally face-to-face classes. These three formats do not differ in their conceptual content, but they differ very widely in their emotional content. How do they differ in their educational impact, and how does this educational impact vary with age and with social class?



The result should be visible in language. To interpret them, however, we will need not only Vygotsky but also Bernstein and Halliday.

David Kellogg
Sangmyung University

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