Re: [xmca] Social situation, zpd and Franklin

From: Andy Blunden (
Date: Sun Jun 04 2006 - 20:27:33 PDT

>It seems to me that the essential meaning of collaboration is precisely
>that the different subjects both pursue a common aim. I think that this
>conception includes the possibility of a subject offering solidarity to
>another so that their collaboration takes the form of lending support to a
>project created by the other subject. But the essence of the matter is
>that both pursue the same aim and work together for that end.
>That one subject (the 'teacher') has to determine what the other person's
>(the learner's) aim *should be* is clearly a best available alternative to
>the coincidence of projects which have independently presented themselves
>from both subjects' lives. Life is such that a hell of a lot of learning
>takes place between teachers working for a wage and students suffering
>compulsory education or seeking job-tickets, but I think LSV is right to
>start from what is essential to the learning relationship.
>What do you think?
>At 04:40 AM 4/06/2006 -0500, you wrote:
>>As I discuss in my 2002 paper, from a constructivist perspective supporting
>>students' conceptual construction implies the need to "read" the students'
>>current conceptual configuration and to develop tasks and engagements that
>>are coordinated with the limitations of the current conceptual structures
>>(as a way to promote transformation of those structures). But, despite his
>>interest in fostering conceptual restructuring, Vygotsky wants to hang on
>>to a mode of collaboration in which coparticipation, itself, is
>>sufficient--a mode of engagement characteristic of the enculturationist
>>pedagogical approach (Kirshner, 2002). My argument in the 2002 paper is
>>that principled pedagogical methods only can be articulated relative to a
>>single metaphorical interpretation of learning. As I see it, this is why
>>"Vygotsky does not seem to have any systematic principles, methods, or
>>techniques that should guide how collaboration should be conducted by a
>>person who is assessing a zone of proximal development" (Chaiklin, 2003, p.

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