Hi, Mike et al,
So what's on the menu for the MAIN COURSE? I apologize to come up with some suggestions so late, but for those, who are still hungry ...:-) I have attached the syllabus of the two semester internship/graduate course I was teaching Spring 2002 with Professor Leslie Williams at Curriculum and Teaching, TC, Columbia U. It includes some references.
My initial idea of the conceptual framework of the course was to construct with the students the conceptual map of CHAT and to explore the international perspectives and diversity in the fields of study ( anthropology, psychogy, education, etc.). Multivoicedness seemed to be important. Following the Hegelian dialectics, ascending from abstact to concrete, we started from the basic contradiction - Learning( Obucheniye in Russian) and Development, then historical concept of age, etc. This actually determined the choice of readings . It was crucially important for me in teaching this course for students to question the foundationas of CHAT, for the process of learning CHAT to reflect the values embedded in it. Methodologically, if to follow Bakhtin, culture is revealed only on the boundary, in the dialogue with another culture. I think the dialogical space of Vygotsky and Dewey, Pierce, Mead, Hegel, etc. can be very helpful for the inquiry on CHAT
I also attach Seth Chaiklin's article on ZPD, which is as I understand, in press. I found it very interesting.
What do you think?
Elina
I have on my table a violin string. It is free. I twist one end of
it and it responds. It is free. But it is not free to do what a
violin string is supposed to do - to produce music. So I take it,
fix it in my violin and tighten it until it is taut. Only then it
is free to be a violin string.
Sir Rabindranath Tagore.
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