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[Xmca-l] Re: Nate's new webpage on Vygotsky

Re scaffolding = zone of proximal development:
Is it?/Are they?

I thought zone of proximal development was in one's head ..............
While scaffolding, a la Brunner, by definition involves at least two people.

[Of course text-actor could be seen as scaffolding. But this leads away from activity. I hope Vygotsky would not have got mired in text-actor stuff ]

I am currently obsessed by the way dialogue - real exchanges between real people - seems to account for aspects of cognition.
So it is important to keep role of actors central.

		Esther Goody

-----Original Message-----
From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Stone, Lynda
Sent: 12 September 2014 23:42
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: Nate's new webpage on Vygotsky

Hi All!

I just wanted to share that I use Peg and Mike's paper in all of my cognitive
development classes for both undergraduate and graduate students.  It has been
extremely helpful---my students, I'm thrilled to say, develop more complex understandings of what
the zoped involves.  And when I combine this article with Activity Theory---
the leading activity not only makes sense to them but also allows them to
see how the intersubjective processes through which knowledge is constructed
 are influenced by multiple aspects of a context--including motives.  They even change their
views about "context" and come to understand it as a dynamic phenomenon---
okay, I share this to say that this article is particularly helpful because by reading it my students
see how culture and cognition  (another paper of Mike's) are constructed in
the zoped.  These understandings are so different from the scaffolding metaphor and most all of my students
have been taught that scaffolding is equivalent to the zoped.

Hope this sharing is useful---


On Sep 10, 2014, at 2:27 PM, mike cole wrote:

The paper Peg and I wrote which takes up scaffolding along with other
metaphors can be found at   http://lchc.ucsd.edu/Mike    current activity
for the future is the title.


On Wed, Sep 10, 2014 at 11:02 AM, Henry G. Shonerd III <hshonerd@gmail.com<mailto:hshonerd@gmail.com>>

I appreciate ALL of the attachments! I worry that I am not Vygotskian
enough, and would have thought Marzano was out of the XMCA mainstream. I am
reminded of the XMCA conversation on direct instruction a few weeks back
wherein Lisa Delpit's Other Peoples Children (1995) is cited as supporting
DISTAR, prototypical direct instruction. In the same book, is a chapter on
the "Silenced Dialog". I had a fantasy that Delpit could jump right in to
the XMCA chat. I am embarrassed to say that I tried to get in touch with
her (she was SO nice to me when we met some years ago), but she never
responded, maybe for no other reason than that she is super busy doing
other things. Maybe she got the message, but didn't want to join one more
listserve. But I am wondering what she might have transpired if she joined
in. I am thinking distributed cognition (Hutchins) and cognitive pluralism
(a term I know from Vera's book, Creative Collaboration). The attachments
that Phillip sent seem to find direct instruction complementary with more
dialogic approaches to instruction, as per the turn-over principle of

On Sep 10, 2014, at 9:58 AM, "White, Phillip" <Phillip.White@ucdenver.edu<mailto:Phillip.White@ucdenver.edu>>

like Henry, i find the metaphor 'scaffolding' a useful term, and at the
same time i'm also strengthening that metaphor with Brian Cambourne's
"conditions for learning" that lead to student engagement, as well as how
it relates to student engagement (Marzano), Fisher's "gradual release of
responsibility" and Lave & Wenger's "community of practice"  -  in
combination these works (along with critical race theory and queer theory,
identity theory, Foucault's understanding of power - an impoverished
listing here) provide a far richer, more complex understanding of student
learning, than "motive" in CHAT.

for me, theory is a mutable impression - much like a calligraphic haiku
- in which theoretical understanding changes over time, context,
relationships and experiences (again, an incomplete list).

i hope that there aren't too many attachments here.


Phillip White, PhD
Urban Community Teacher Education Program
Site Coordinator
Montview Elementary, Aurora, CO


Development and Evolution are both ... "processes of construction and re-
construction in which heterogeneous resources are contingently but more or
less reliably reassembled for each life cycle." [Oyama, Griffiths, and
Gray, 2001]

Lynda Stone, Ph.D.
Dept. Child Development
CSU Sacramento
CSUS/UC-Links Program Director

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