Re: [xmca] Semiotic-Material Ordering

Hi

I am very inspired by what LSV says in Concrete Human Psychology -
for me it has relations to portfolio:

"Consider: a letter is to oneself in time and to another: to read
one's own jottings, to write for oneselöf, means to relate oneself as
to another etc." P 58

"from me to I"

leif
sweden

17 apr 2008 kl. 20.05 skrev ERIC.RAMBERG@spps.org:

>
> Michalis:
>
> Thank you for interest. When I begin to think about the
> implementation of
> the portfolio I am at first interested in understanding the context
> of its
> use. When context becomes the focus of my interest I think about
> how staff
> can point to it as an expectation and how students can point to it as
> understanding their success. Being that it is an alternative to
> earning
> high school credits there is also the context of it being viewed as
> different, sometimes of course different can be thought of as bad by
> teenagers. When implementing the portfolio these contexts need to
> be taken
> into account. The expectation being that performing the activity of
> comparison shopping is accompanied by the functions of budgeting
> and meal
> preperation. The succes aspect provides an opportunity for concept
> development as student and staff work together in a common goal (i.e.
> planning, shopping and meal preparation). Prior to the portfolio
> these
> activities were included in our school's curriculum but there was
> not the
> semiotic-material ordering that you speak of in your article. The
> aspect
> of this subject that really provides me with great evidence that
> Vygotsky's
> explanation of the mediational aspect of development is correct is
> that the
> staff I work with do not frame their teaching in a CHAT
> perspective, yet
> instinctively when we meet and discuss the portfolio the
> explanations for
> its success fall into Vygotsky's mediational theory. Does any of
> this make
> sense? What do you think?
>
> eric
>
>
>
> Michalis Kontopodis
> <michalis.kontopodis@staff.hu
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> -berlin.de> cc:
> Sent by:
> Subject: Re: [xmca] Semiotic-Material Ordering
> xmca-bounces@weber.ucsd.edu
>
>
> 04/16/2008 03:47 PM
> Please respond to "eXtended
> Mind, Culture, Activity"
>
>
>
>
>
>
> Dear Eric, thank you very much for your comments, I am happy that my
> work made some sense to you.
>
> it is clear that I am much influenced by Vygotsky's Thought and
> Language, and I see a lot of parallels to Valsiner, too.
>
> May I ask you how you (would) evaluate your portfolio or any similar
> tools from your perspective?
>
>
> Michalis Kontopodis
>
> research associate
> humboldt university berlin
> tel.: +49 (0) 30 2093 3716
> fax.: +49 (0) 30 2093 3739
> http://www.iscar.org/de/culthistanthpsy/
>
>
>
>
> On Apr 16, 2008, at 7:29 PM, ERIC.RAMBERG@spps.org wrote:
>
>>
>> Michalis:
>>
>> Such an important paper pertaining to the work that I currently
>> practice.
>> In fact you have summarized very well a practice that we put into
>> place two
>> years ago that we have found great success implementing. Two years
>> ago
>> staff put in a great deal of time in the evenings to develop a
>> portfolio.
>> It was a list compiling all of the activities they would be required
>> to
>> complete while they are attending our program. Prior to the
>> development of
>> this portfolio the explanation of expectations was more ethereal in
>> nature
>> and consisted of meetings, small checklist and quite frankly
>> subjective
>> feelings. Since the development of this portfolio the result has
>> been
>> similar to the following quote from your paper:
>>
>> "The diagram [insert portfolio here] presented here is abstract and
>> encompasses the student's complete school past.
>> Time is here not only spatialized but it is fabricated as a line
>> connecting
>> the past, the present and
>> the future, i.e. it is fabricated as irreversible time. A student's
>> development is 'objectified'. The
>> term "to objectify" is used here to indicate the translation of
>> something
>> vague (ongoing interaction
>> and intra-activity in everyday life) into something visible, in a
>> way which
>> is accepted as objective;
>> the term also indicates embodying a vague idea in a materiality
>> e.g. a
>> document (Middleton,
>> Brown, & Lightfoot, 2001; Middleton & Brown, 2005). Discursive
>> interaction
>> and intra-activity
>> is always also non-discursive: the graphics of development go
>> together with
>> the students' autobiographical
>> narrations and the teachers' discussions/reports mediating the
>> institutional
>> memory. (p.15)"
>>
>> Also of note my newest avenue of interest has been to thoroughly
>> research
>> Chapter 5 (an experimental study of the development of concepts) from
>> Vygotsky's Thought and Language. Much of what you write
>> pertaining to
>> development is similar to Vygotsky's view that what evolves into
>> higher
>> psychological thought in adolescence is present in the child prior to
>> adolescence but the mediation and the flow of complexes eventually
>> evolves
>> in the adolescent thinking in concepts as a result of this
>> semiotic-material ordering. I also see parallels between your
>> thinking on
>> semiotic-material ordering and Valsiner's concept of the process-
>> structure
>> of semiotic mediation.
>>
>> Thank you for allowing your paper to be viewed on XMCA, I for one
>> greatly
>> appreciate it.
>>
>> eric
>>
>>
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>
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Received on Fri Apr 18 03:45 PDT 2008