[Xmca-l] Re: Zoped etc

Wed Mar 11 18:14:33 PDT 2020

Nothing arcane, Andy.

Take a ubiquitous example:   in about third grade or earlier, kids in the
us start to learn times tables.
The long term goal is to get them ready to deal with division and
particularly long division. We observed this
orientation to the future curriculum linked to subskills developed in a
science-themed curriculum and pretty much
any curriculum organized into a hierarchical sequences of levels of
conception inclusion, I speculate. At least for experienced teachers.

Organizing to bring the future into the present in a way relevant to the
students in a standard classroom is a challenge.
Ask anyone.  :-))
That's why there are teacher education teachers-- to do battle with that
challenge.
mike

On Wed, Mar 11, 2020 at 5:57 PM Andy Blunden <andyb@marxists.org> wrote:

> Mike, thanks for that priceless historical article
> http://lchc.ucsd.edu/Histarch/jl82v4n3.PDF#page=1  .
>
> Could you please clarify this sentence for me: "teachers ...were intensely
> concerned with the challenges that students would face in the coming
> academic year... but the short term focus was ...the here and now and
> tomorrow test." So their "intense concern" was contradicted by their "short
> term focus"?
>
> Andy
> ------------------------------
> *Andy Blunden*
> Hegel for Social Movements <https://brill.com/view/title/54574>
> Home Page <https://www.ethicalpolitics.org/ablunden/index.htm>
> On 12/03/2020 10:37 am, mike cole wrote:
>
> To me the important point in Peter's talk and paper is that the term
> blizaishi adopted by teachers, owing to the
> regimes of instruction that they are required to implement (constant
> testing, etc.) produces a form of "next step,"
> short-term, strategy that denudes the social situation of
> relevance/interest to the child.  LSV, he says, projected the developmental
> process into the longer-term process of development, say, the first 20
> years or so.
>
> Evidence that Denis Newman, Peg Griffin, and I collected about 30 years
> ago indicates that the teacher's with whom
> we worked were intensely concerned with the challenges that students would
> face in the coming academic year... We found them selectively focusing on
> skills in 4th grade that had no special relevance in 4th grade, but became
> the center of attention in the 5th when  particular skills became parts of
> more complex systems. But the short term focus was, as Peter suggests on
> the here and now and tomorrow test.
>
> An application of these ideas about seeking the short term as a part of
> the longer term can be found in what Peg Griffen and I called "Field
> College"  at  http://lchc.ucsd.edu/Histarch/jl82v4n3.PDF#page=1 . The
> organization of instruction in the model system we called "Question Asking
> Reading" at Field College can be in cole-cultural psychology 1996), chapter
> 9. (I do not have a copy of the chapter. If someone does, please post).
>
> Mescheryakov and his mentors converted traditional approaches to the
> education of the blind-deaf into a long term, immersive life world that
> made it possible to study development over the long term using principles
> of cultural-historical psychology. The entire, artificial, world was
> designed to be a zone of blizhayshi development.  The best and most
> accessible account of this work that I know of can be found here:
>
> http://lchc.ucsd.edu/MCA/Mail/xmcamail.2010_04.dir/pdfaj3KKzidoJ.pdf
>
>  mike
>
>
>
>
>
>
> On Wed, Mar 11, 2020 at 8:18 AM Greg Thompson <greg.a.thompson@gmail.com>
> wrote:
>
>> Loved Peter's 2 min presentation on this! (thanks for doing those
>> Anthony!)
>>
>> Also, has anyone written about ZoND (ZoNeD?) in terms of college
>> students? I struggle with this daily as a teacher - trying to understand
>> what the next stage of development is for college students and wondering to
>> myself: What do my students actually NEED? (beyond the credential). Of
>> course it isn't going to just be one thing. And it will surely be contested
>> since, as Peter notes, the ZoND is responsive to the social and
>> institutional contexts that come next. Nonetheless, it seems that there
>> should be some broad strokes that we could sketch out in terms of Zone of
>> Next Development for college students. Any pointers?
>>
>> -greg
>>
>>
>>
>> On Wed, Mar 11, 2020 at 8:34 AM Anthony Barra <anthonymbarra@gmail.com>
>> wrote:
>>
>>> Forgive me if this is redundant.  Peter Smagorinsky has written
>>> interestingly about *Butterflies*, with an emphasis on ZND vs ZPD, in
>>> this short paper here:
>>> "Deconflating the ZPD and instructional scaffolding: Retranslating and
>>> reconceiving the zone of proximal development as the zone of next
>>> development"
>>> http://www.petersmagorinsky.net/About/PDF/LCSI/LCSI_2018.pdf
>>>
>>> And if anyone is interested, here is a brief, 2-minute clip of Peter
>>> talking about the film and the ZND: "What is the Zone of Next Development?"
>>> http://tiny.cc/1qi5kz
>>>
>>> Thanks ~
>>> Anthony
>>>
>>> On Wed, Mar 11, 2020 at 6:15 AM JULIE WADDINGTON <
>>> julie.waddington@udg.edu> wrote:
>>>
>>>> Yes, thank you *very* much for this Professor Cole. We'll be sure not
>>>> to tell ANYONE :)
>>>>
>>>>
>>>>
>>>>
>>>>
>>>> ------------------------------
>>>> *De:* xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu]
>>>> en nom de Wagner Luiz Schmit [wagner.schmit@gmail.com]
>>>> *Enviat el:* dimecres, 11 / març / 2020 11:05
>>>> *Per a:* eXtended Mind, Culture, Activity
>>>> *Tema:* [Xmca-l] Re: Butterfly found
>>>>
>>>> Thanks a lot Professor Cole!!!
>>>>
>>>> Wagner
>>>>
>>>> On Tue, Mar 10, 2020 at 9:19 PM mike cole <mcole@ucsd.edu> wrote:
>>>>
>>>>> Dear Colleagues -
>>>>>       Deep in the the unruly and unstable bowels of the lchc website,
>>>>> too deep for google search to have penetrated it appears, is a copy of
>>>>> Butterflies in English. There is a rumor from the archivist,
>>>>> the ever-reliable Bruce Jones that is a copy of a 3/4" version from
>>>>> long ago, but that cannot be confirmed.
>>>>>      Below is the secret route. Be sure not to tell anyone.
>>>>> mike
>>>>>
>>>>> http://lchc.ucsd.edu/Movies/Butterflies_of_Zagorsk.mp4
>>>>> The copy is not great, but it's there.  bj
>>>>>
>>>>> --
>>>>> Critique is essential to all democracy. Not only does democracy
>>>>> require the freedom to criticize and need critical impulses. Democracy
>>>>> is
>>>>> nothing less than defined by critique. T.Adorno
>>>>> ---------------------------------------------------
>>>>> For archival resources relevant to the research of myself and other
>>>>> members of LCHC, visit
>>>>> lchc.ucsd.edu.  For a narrative history of the research of LCHC,
>>>>> visit lchcautobio.ucsd.edu.
>>>>>
>>>>>
>>>>>
>>
>> --
>> Gregory A. Thompson, Ph.D.
>> Assistant Professor
>> Department of Anthropology
>> 880 Spencer W. Kimball Tower
>> Brigham Young University
>> Provo, UT 84602
>> WEBSITE: https://anthropology.byu.edu/greg-thompson
>> http://byu.academia.edu/GregoryThompson
>>
>
>
> --
> Critique is essential to all democracy. Not only does democracy
> require the freedom to criticize and need critical impulses. Democracy is
> nothing less than defined by critique. T.Adorno
> ---------------------------------------------------
> For archival resources relevant to the research of myself and other
> members of LCHC, visit
> lchc.ucsd.edu.  For archival materials and a narrative history of the
> research of LCHC, visit lchcautobio.ucsd.edu.
>
>
>

-- 
Critique is essential to all democracy. Not only does democracy
require the freedom to criticize and need critical impulses. Democracy is
nothing less than defined by critique. T.Adorno
---------------------------------------------------
For archival resources relevant to the research of myself and other members
of LCHC, visit
lchc.ucsd.edu.  For archival materials and a narrative history of the
research of LCHC, visit lchcautobio.ucsd.edu.
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