Re: another side of LSV and Context
Ricardo Ottoni (rjapias who-is-at ibm.net)
Wed, 24 Mar 1999 20:20:48 -0300
Ricardo Ottoni wrote:
>
> > "Vygotsky's focus on social transmission of knowledge meant that he place less
> > emphasis than other theorists (read, piaget, mc) on children's capacity to shape
> > their own development. Modern followers of Vygotsky grant the individual and
> > society more balanced roles (Rogoff, Wertsch and Tulviste).
>
> >From LSV's Educational Psychology:
>
> "(...) man's behavior is composed of biological and social features of
> man's own developmental conditions (...) the student's personal
> experiences becomes the fundamental basis of pedagogical work (...)
> the child teaches himself (...) in educational process, the student's
> individual experience is everything (...)The educational process must be
> based on the student's individual activity, and the art of education
> should involve nothing more than guiding and monitoring this activity
> (...)KNOWLEDGE THAT IS NOT GAINED THROUGH PERSONAL EXPERIENCE IS NOT
> KNOWLEDGE AT ALL (...)the teacher is the director of the social
> enviroment in the classroom, the governor and guide of the interaction
> between the educational process and the student (...)Education is
> realized through the student's own experience, which is wholly
> determined by the environment, and THE ROLE OF THE TEACHER THEN
> REDUCES TO DIRECTING AND GUIDING THE ENVIRONMENT." (Ch. 4, p. 47-50)
>
> "(...) education may be defined as a systematic, purposeful,
> intentional, and conscious effort at intervening in and influencing all
> those processes that are part of the individual's natural growth" (Ch.
> 4, p.58)
>
> "(...) rewards and punishment are, psychologically speaking, entirely
> inappropriate techniques in the school (...) 'Punishment educates
> slaves' - this ancient saying is, psychologically speaking, profoundly
> true, since punishment, in fact, does not teach anyone anything other
> than fear and the ability to guide one's own behavior in terms of fear
> and nothing else" (Ch. 5, p.84)
>
> "From our point of view, behavior is a process of interaction between
> the organism and the environment" (Ch 6, p.100)
>
> "(...)the teacher must shouder a new burden. He has to become the
> director of the social environment wich, moreover, is the only
> educational factor." (Ch 19,p.339)
>
> "The teacher must live within the school collective, as if an integral
> part of it. It is in this sense that the relationship between teacher
> and student can attain a force, a transparency, and a depth without
> equal in the entire social scale of human relationships. (...) the
> teacher of the future will be not an instructor, but an engineer, a
> seaman, a political worker, an actor, a worker, a journalist, a
> schoolar, a judge, a doctor, and so forth, this, however, does not mean
> that the teacher of the future will be a dilettante when it comes do
> pedagogics. Our only concern is that there exist within very nature of
> the educational process, within its psychological essence, the demand
> that there be as intimate a contact, and as close an interation, with
> life itself as might be wished for.
> Utimately, only life educates, and deeper that life, the real world,
> burrows into the school, the more dynamic and the more robust will be
> the educational process." (Ch 19,p.345)
>
> >
> > Vygotsky, like Bakhtin, declared that "in the beginning is the act."
> >
> > Is there a pattern here?
>
> Indeed, in philogenesis, pratical intelligence precedes verbal
> inteligence... So if the use of signs (word) remakes that primitive
> pratical intelligence operation features in a new and qualitative
> different way... in the beginning (of history, of cultural world/high
> psychological functions emergency) is the WORD, and - as the bible says
> - the word was GOD... or the human being became God, God of a new world:
> the human cultural universe... that subjects natural world and all other
> animals (including other men) to his voluntary and powerfull action
> through colletive work.
>
> That's what I mean now. Maybe I can change my point of view in a
> hurry... nothing is definitive or foreever... to live is not forever...
> and as Madona is singing all over the planet "nothing really matters...
> Love is all we need..." "Nothing makes the past away, like the future...
> nothing makes the darkness go, like the light..."
>
> > mike