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Re: [xmca] zpd zbr zedpd and zoped

It seems to me that people can use any term they like in seeking to index
the processes they believe
to be indicated by Vygotsky. Proximal in English refers to both time and
space. In Spanish also, I believe as in:
Hasta la semaina *proxima.*

I was simply providing an explanation for my coinage.

On Sat, Nov 13, 2010 at 4:52 AM, Armando Perez Yera <armandop@uclv.edu.cu>wrote:

> Mike:
> Why we do not work ZPD as zone of potencial development. ZPD as zone of
> proximal development taste as space dimension, Potencial development taste
> as time. Also Zone of colective potencial development taste as SSD (Social
> situation of development) And nbot anly as cognitive proce3ss but as process
> of development of pertsonality.
> Only some ideas.
> Armando
> ________________________________________
> From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On Behalf
> Of mike cole [lchcmike@gmail.com]
> Sent: Friday, November 12, 2010 8:23 PM
> To: eXtended Mind, Culture,Activity
> Subject: [xmca] zpd zbr zedpd and zoped
> I am answering David's question about "why zoped." I did not include it in
> my talk because I am uncertain of the audience's national
> backgrounds and was assuming "mixed but mostly Russian speakers". The talk
> was supposed to be about 20 minutes long and I was
> uncertain of the time. And I was also mindful of the fact that on Tuesday
> following its showing at the Vygotsky readings, I will be discussing the
> issues raised, and whatever people feel like talk about via skype,
> sooooooo.
> As many know, when i organize obrazovanie, I like to mix serious stuff with
> play. Also, I have a long term interest in the the enculturation
> practices and processes of peoples for whom literacy has not been a central
> part of enculturation until, perhaps, recent times. And, I enjoy
> participating in the forms of activity that emerge when zopeds are created
> as a part of our research and educational practices.
> With that context (add or subtract to taste) the notion of a zoped came
> from
> two sources. First of all, it IS easier to say! :-)
> Secondly, it involves forms of pedagogy -- arranging for the young to
> acquire valued skills, knowledge, belief, behaviors, etc --
> Third, when it works, it seems like "something happened," a qualitative
> field that sometimes can be like flow, sometimes can be
> triggered by timely juxtapositions, montage-like. And it seems to lead to a
> more inclusive, more integrated way of relating to the world at least
> in that setting. Whatever this "something" is, it has a magical quality to
> it.
> In Liberia when and where I pretended to work once upon a time the most
> respected, revered, and feared members of the community were
> shamen, a concept referred to in Liberia at the time (across language
> groups, so far as I could tell) as a Zo, what popular culture refers to
> as "witch doctors." They were THE teachers. But they worked through magic.
> That about sums up my idea of the zone of proximal development. It requires
> sage pedagogy and a touch of magic. When those are combined,
> they, of course, constitute a zo-ped.
> I personally recommend spending time in such third spaces. :-))
> mike
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