RE: [xmca] back to the Zoped - sorry

From: Duvall, Emily <emily who-is-at>
Date: Sat Jul 19 2008 - 09:23:27 PDT

Dear Peter,
Thank you, thank you, thank you. This is exactly what I need, at exactly
the right time.
I have been struggling to articulate some of the ideas you so clearly
and coherently articulate within my context as a new professor at the
University of Idaho. I have had difficulty with the transfer. This is
the mediation I have been needing; it resonates, bridges my
understanding to this new context.
Which also suggests that I need a revisit to my concept of concept
(pseudo, scientific, etc)...:-).
I've done the hungry read through and will reread more carefully.
Again, much appreciated.
~ Em

-----Original Message-----
From: []
On Behalf Of Peter Smagorinsky
Sent: Saturday, July 19, 2008 5:53 AM
To: 'eXtended Mind, Culture, Activity'
Subject: RE: [xmca] back to the Zoped - sorry

Deborah, the professor-student relationship is one of possibly many zpds
that beginning teachers are involved with, and they aren't all leading
to the same destination. Typically the university values some variety of
progressive education, yet the schools are pulling them toward something
else, a trajectory that fits with the generally conservative values of
schools. I've written a bit about this and will attach one paper of
possible interest. p

Peter Smagorinsky
The University of Georgia
125 Aderhold Hall
Athens, GA 30602

-----Original Message-----
From: []
On Behalf Of deborah downing-wilson
Sent: Friday, July 18, 2008 6:11 PM
To: eXtended Mind, Culture, Activity
Subject: [xmca] back to the Zoped - sorry

I'm looking back over XMCA Zoped discussions from years past trying to
clarify my understanding of the way CHAT conceives of the development of
the more capable member of the triad.

I'm looking at undergraduate students in practicum learning programs and
would like to think in terms of embedded, or cascading, or interactive

Maybe it's enough just to situate them in different positions in two
concurrent zopeds? at once the novice to the professor's expertise and
the expert to the novice child? But the professor isn't always present
at the time of the undergrad/child interaction - unfortunately not even
in mind at times - and yet the undergrad surely continues to develop.
How might we think about this?

While it seems to be widely accepted that teaching is an effective
method of deepening one's understanding of a topic, there doesn't seem
to be a lot written about this. Or maybe I'm not looking in the right

Deborah Downing Wilson
Laboratory for Comparative Human Cognition University of California San
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Received on Sat Jul 19 09:31 PDT 2008

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