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


I have to share--- your statement,  "social contexts which actively (and often quite deliberately) shape how participants FEEL about how they and others act"--
is related to one of my most current publications, co-written with Greg Thompson,  "Classroom mood and the dance of stance:  The role of affective and
epistemic stancetaking int the development of a classroom mood" -    We argue just what you are claiming---social contexts shape feelings and draw you
into social life in particular ways--Of course, the construction of a context interweaves emotion, cognition, identity production with moral aspects of each context, but so
difficult to capture in the same analysis, or at least, I have found it so--


On Sep 13, 2014, at 7:18 AM, Rod Parker-Rees wrote:

I see Vygotsky's references to the stage as a reminder that mediated action takes place in social contexts which actively (and often quite deliberately) shape how participants FEEL about how they and others act. We don't understand something until we know how 'the audience' can be expected to react to it and eventually the audience is internalised as a 'super ego' or cultural awareness of 'what will people think?'. I have just been reading John Shotter's writing on 'withness thinking' and thought this passage from a piece he wrote with John Newson in 1982 touched on this idea of acting 'on stage' before a critical audience:

‘Just as the child comes to appreciate the 'suckability' of a proffered teat or the 'graspability' of a cup handle, so she also apprehends in an equally direct manner, we suggest, the moral force underlying a serious maternal prohibition, and begins to distinguish between a deliberately harmful insult to her person and one which is merely a humorous form of play. She perceives these social barrier reefs and high seas, the harbours, havens, and horizons directly in people's stony silences and fixed expressions, in their nods, winks, grimaces, gestures, stances, and smiles’. (Shotter, J. and Newson, J. (1982) An ecological approach to cognitive development: implicate orders, joint action, and intentionality. In G. Butterworth and P. Light (eds.) Social cognition: studies in the development of understanding, Sussex: Harvester: 32-52. p.38).

It may be no coincidence that Shotter was himself engaged in producing stage plays!

All the best,


-----Original Message-----
From: xmca-l-bounces@mailman.ucsd.edu<mailto:xmca-l-bounces@mailman.ucsd.edu> [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of Henry G. Shonerd III
Sent: 13 September 2014 14:53
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: Nate's new webpage on Vygotsky

And the mediated activity is "on stage", a real drama? My one pence.

On Sep 13, 2014, at 5:51 AM, Carol Macdonald <carolmacdon@gmail.com<mailto:carolmacdon@gmail.com>> wrote:


The zone of proximal development is constructed in mediated activity.

That's my tuppence worth.


On 13 September 2014 11:12, Esther Goody <eg100@hermes.cam.ac.uk<mailto:eg100@hermes.cam.ac.uk>> wrote:

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

[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> [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
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

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> <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 Bruner.

On Sep 10, 2014, at 9:58 AM, "White, Phillip"
<Phillip.White@ucdenver.edu<mailto: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
- 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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Carol A  Macdonald Ph D (Edin)
Developmental psycholinguist
Academic, Researcher,  and Editor
Honorary Research Fellow: Department of Linguistics, Unisa


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CSU Sacramento
CSUS/UC-Links Program Director