[Xmca-l] Re: Butterfly found

Wed Mar 11 20:12:49 PDT 2020

Thanks for posting the field college edition of the newsletter, Mike.

It is fun to thumb through it. 

I remember someone, I think it was Marge Martus, seeing all the activity in
that hall we worked in and saying she didn’t see one child off task.  Well,
I said, if anyone was off task it would be like being in a rainstorm trying
to dodge rain drops.  

We wanted to give away the teacher/experimenter privilege of giving the
question and leaving only the response part for the child. If we couldn’t do
that we would never see the children being under the control of the whole
task. The child had to find/construct the task and the response; if it was
public & open to collaboration with us we had a good chance of figuring out
what both parts were and good reason to trust that the “responses” were
valid, not false positives or false negatives.  Some of those little psyches
were quite interesting task masters!  Unusually kind, too, often nagging
some ones of us to help out other ones of us who were working hard to keep
up with the kids.

It was good to see the spirits of Ann and Joe (and the much maligned Janet
video).

Pupeg

From: xmca-l-bounces@mailman.ucsd.edu
[mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole
Sent: Wednesday, March 11, 2020 7:37 PM
To: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
Subject: [Xmca-l] Re: Butterfly found

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>
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>
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
<mailto: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
<mailto: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
<mailto:julie.waddington@udg.edu> > wrote:

Yes, thank you very much for this Professor Cole. We'll be sure not to tell
ANYONE :)

  _____  

De:  <mailto:xmca-l-bounces@mailman.ucsd.edu>
xmca-l-bounces@mailman.ucsd.edu [ <mailto:xmca-l-bounces@mailman.ucsd.edu>
xmca-l-bounces@mailman.ucsd.edu] en nom de Wagner Luiz Schmit [
<mailto:wagner.schmit@gmail.com> 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
<mailto: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>
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

 <http://lchc.ucsd.edu> lchc.ucsd.edu.  For a narrative history of the
research of LCHC, visit  <http://lchcautobio.ucsd.edu> 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

 <http://lchc.ucsd.edu> lchc.ucsd.edu.  For archival materials and a
narrative history of the research of LCHC, visit
<http://lchcautobio.ucsd.edu> lchcautobio.ucsd.edu.

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