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[Xmca-l] Re: Form, Function, and Hope



​Re prolepsis:

​ Goethe (in one translation)
*All truly wise thoughts have been thoughts already thousands of times; but
to make them truly ours, we must think them over again honestly, till they
take root in our personal experience*

mike

On Tue, Feb 17, 2015 at 9:36 AM, Helena Worthen <helenaworthen@gmail.com>
wrote:

> Thanks for this, Robert. Good collection of thoughts and references about
> prolepsis.
>
> H
>
> Helena Worthen
> helenaworthen@gmail.com
>
> On Feb 17, 2015, at 8:38 AM, Robert Lake wrote:
>
> > Hi again Everyone!
> > I recognize that most of what I write here is redundant and part of the
> > given history of XCMA, but I think we need to continually renew our
> > metalanguage by spelling out key concepts  for newcomers and of course
> our
> > own students. Otherwise we could end up like the prisoners on Alcatraz
> that
> > had been so long together that they knew all  knew each other's jokes, so
> > all they needed to say was "number 39 ha, ha ". "Well number 6 back to
> you".
> >
> > In terms of the praxis of hope and being within the zpd, I love Michael
> > Cole's (1996) notion of prolepsis which is predicated on  LSV's concept
> of
> > budding .Prolepsis is the perception of an anticipated or future
> condition
> > of development before it actually exists as an internalized state of
> being.
> > "The zone of proximal development defines those functions that have not
> yet
> > matured but are in the process of maturation, functions that will mature
> > tomorrow but are currently in an embryonic state. These functions could
> be
> > termed the “buds” or “flowers” of development rather than the “fruits” of
> > development.” (Vygotsky, 1978, p.86)" *So hope of further
> **development** is
> > based on present "being".* For example  at some point in life , probably
> > all of us were  told that we had real potential as a scholar or teacher .
> > Prolepsis is a rare and extremely valuable tool in education if teachers
> > and mentors can use it realistically as a means to help students move
> into
> > spaces that are truly within their grasp through interaction with those
> who
> > see can look at the bud and see the fruit until prolepsis becomes
> > internalized by the student themselves. Boris Meshcheryakov (2007) calls
> > this transition a process of moving from “heteroprolepsis” to
> > “autoprolepsis” (p.166).
> >
> > An example of each would be when a parent hears their child humming on
> key
> > or reproducing entire tunes in various levels of complexity, they will of
> > course, under normal conditions, encourage their offspring toward some
> > future musical activity by reporting their performance to them with
> > something like “when you were two, you could hum all the notes to that
> song
> > and I know you will do quite well with piano lessons”.Meshcheryakov goes
> on
> > to relate an example of autoprolepsis in children’s role playing when the
> > child imagines “him or herself in various adults’ roles (hunter, mother,
> > teacher, etc.), imitating the elements of cultural forms of behavior” (p.
> > 167). Many future and present teachers for example can recall a time when
> > they used to pretend teach their siblings or maybe even their stuffed
> > animals. But this role-play does not cease as we grow out of childhood.
> > Student teaching, apprenticeships, GA's  could all be zpd spaces with the
> > potential of  moving from heteroprolepsis to autoprolepsis.
> >
> >
> > Cole, M.,(1996). *Cultural psychology: A once and future* *discipline.*
> > Cambridge, MA. Harvard University Press.
> >
> >
> > Meshcheryakov, B. G. (2007). Terminology in L. S. Vygotsky’s writings. In
> > Daniels, H., Cole, M., Wertsch, J. V. (Eds.)  *The Cambridge companion to
> > Vygotsky*. New York, NY: Cambridge University Press.
> >
> >
> > Vygotsky, L.S. (1978). *Mind in society*. Cambridge, MA: Harvard
> University
> > Press.
> >
> >
> >
> >
> > On Tue, Feb 17, 2015 at 10:27 AM, Larry Purss <lpscholar2@gmail.com>
> wrote:
> >
> >> The theme [sense] of hope within an atmosphere [mood] of despair, dread,
> >> and cynicism has been referred to as "blues hope".
> >> The question of "being" in the present moment and only from this moment
> can
> >> we act is presented as a relation with blues hope.
> >> This "being" which sociocultural themes indicate "carries" form which
> >> develop in particular practices of creating "collectives".
> >> So where do we situate Bloch's notion of "hope" within these "forms" as
> >> cultural-historical embedded practices.
> >>
> >> Athanasios Marvakis answer [page 2] is:
> >>
> >> "The 'utopian' is not located - as a speculation - in a transcendent and
> >> separate realm else-where or else-when.  Utopianism AS future
> orientedness
> >> - is immanent in the present, and the issue IS [LP - being] to detect,
> >> recognize, and discern, rather than to criticise, the blurred and fuzzy
> >> MANIFESTATIONS of hope - AS the emotional energizing ground [LP - coming
> >> into form] of utopianism - that EXIST [LP - have their being] within
> >> everyday life."
> >>
> >> I would say this is one "theme" or sense that can be "generated" to
> >> Annalisa's question on only being in the present moment "exists"
> >>
> >> Larry
> >>
> >
> >
> >
> > --
> >
> > *Robert Lake  Ed.D.*Associate Professor
> > Social Foundations of Education
> > Dept. of Curriculum, Foundations, and Reading
> > Georgia Southern University
> > Secretary/Treasurer-AERA- Paulo Freire Special Interest Group
> > P. O. Box 8144
> > Phone: (912) 478-0355
> > Fax: (912) 478-5382
> > Statesboro, GA  30460
>
>
>


-- 
It is the dilemma of psychology to deal as a natural science with an object
that creates history. Ernst Boesch.