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Re: [xmca] zpd zbr zedpd and zoped

Mike, for whatever reason, zoped has never been a concept which figured very largely in my thinking.

Apart from my interest in understanding social change and zeitgeist my practical interest in Vygotsky's ideas has been in relation to practical activity with mature adults, mostly where the learner is not so much a person, but a group of adults, such as a union branch or suchlike. But I have also developed an interest in disability support.

In both these cases, it has always seemed to me that it is the withdrawal of support which facilitates development, not the provision of support. Of course, the very act of withdrawal of support is itself assisting the "learner" in making the development. Withdrawing support is a variety of support.

Does this fit into the general schema of theorising with zoped?


mike cole wrote:
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:

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.

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,

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
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

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. :-))
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