"I think we need to study and understand the "intersection" of the two
aspects -because in real life they are inseparable". ~Ana
I have been struggling between Vygotsky and Bakhtin. I am a mere novice and
a perpetual lurker to this community and not brave enough to contribute my
thoughts. I am not a Vygotsky nor a Bakhtin expert. I am comfortable looking
at learning environments. I am not a psychologist. I am an educator.
My research will take place in a rural setting in a nonwestern culture. The
classroom setting is highly political and verbal mediation can be limited.
Limited to what the "powers of be" want to hear or students may be subject
to consequences that may affect their personal or family situation.
So, how would one interpret authenticity in mediated action? I started
thinking of Bakhtin's dialogicality and parody. Could Vygotsky and Bakhtin
be a yin and yang? An interconnectedness rather than in intersection? ~Ana
BG
On Sun, Sep 5, 2010 at 8:42 PM, Ana Marjanovic-Shane <ana@zmajcenter.org>wrote:
I am not sure if they are horizontal or vertical or is it just the way we
study them -- but to understand development of any person and furthermore to
understand the implications and meaning of particular educational relations,
events and decisions -- I think we need to study and understand the
"intersection" of the two aspects -- because in real life they are
inseparable.
I think that the epistemological orientation alone is not sufficient since
it is looking at more structural patterns of organization of thought and
more global patterns of organization of the relations (institutional,
agentive, division of labor, social conventions and rules) and provides a
view of the patterns only in a hindsight, i.e. when the patterns of social
development are finished developing, and not from the actual experiences,
relations and the life moments of the participants - as patterns of
development are themselves patterns-in-development.
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