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[Xmca-l] Re: Anthropology of Youth and Childhood teaching resources
Thanks, Henry. We're trying to bring out "Between Lessons" in Korean, as a
kind of pamphlet. As you can see, it's a little polemical: in South Korea
one of the key problems we have in interpreting the Zone of Proximal
Development is NOT the confusion with the "Zone of Proximal Learning" that
we see in other countries (see especially Dynamic Assessment, and the whole
tendency to confuse the ZPD with different forms of corrective feedback).
What we get is really the confusion of the ZPD with a very generalized form
of "collaboration" (some radical teachers even argue that any division of
labor in the classroom at all is exploitative and defeats the purpose of
So we have to worry a little about "Clever Hans", the horse that supposedly
"counted" in the nineteenth century. You ask Hans what three plus one is,
and the horse begins to pound its forehoof--one, two, three, four---and
then you give Hans a big smile and say, "VERY good! CLEV-er Hans!" and not
surprisingly Hans stops. But YOU are the one doing the counting, not Hans.
In the same way, the kind of "child centred" education where the teacher
essentially organizes the task from beginning to end without any obvious
"division of labor" is really the most stark division of labor possible--a
division which by making the organizer's role implicit makes it harder than
ever for the child to internalize it.
On Sat, Aug 1, 2015 at 2:29 AM, HENRY SHONERD <firstname.lastname@example.org> wrote:
> Greg and Rod,
> I was reading through a nice, long article on the ZPD co-authored and
> proferred for the chat by David Kellogg some weeks back:
> On page 11 of the article I found the following:
> "Vygotsky also uses two very different methods in his book on imagination
> and creativity. In one, Vygotsky uses children’s drawings, songs by street
> children, and their spontaneous literary productions in class theatre and
> in class newspapers to try to understand what child imagination is like and
> how adult intervention in the creative process can build on it rather than
> substitute itself for it. In the other, he discusses Tolstoy’s experiments
> with teaching children literary language. Despite Tolstoy’s claim that he
> is “learning” from the children, we actually learn a lot more about
> Tolstoy’s expectations than we do about the children’s independent
> As a parent, as a teacher, and as a teacher educator, I have struggled for
> a long with how we can both respect creative youth and be knowledgeable
> adults, The quote, for me, resonates with what Greg proffered from the
> Anthropology of Youth and Childhood group.
> > On Jul 30, 2015, at 12:45 AM, Rod Parker-Rees <
> R.Parker-Rees@plymouth.ac.uk> wrote:
> > Many thanks Greg - some really useful films here. I am sure our students
> will find much to discuss among them.
> > Rod
> > -----Original Message-----
> > From: email@example.com
> On Behalf Of Greg Thompson
> > Sent: 30 July 2015 05:11
> > To: firstname.lastname@example.org
> > Subject: [Xmca-l] Anthropology of Youth and Childhood teaching resources
> > Interesting stuff here:
> > https://www.youtube.com/playlist?list=PLAJWMx-D8EYn3orNjsCy9k3F2atP31hrZ
> > It is a youtube channel of teaching resources assembled by the
> Anthropology of Youth and Childhood group.
> > It includes some ethnographies of kids from around the globe as well as
> a recent redo of the classic black/white doll study.
> > Hopefully it will be of interest to some...
> > -greg
> > --
> > Gregory A. Thompson, Ph.D.
> > Assistant Professor
> > Department of Anthropology
> > 880 Spencer W. Kimball Tower
> > Brigham Young University
> > Provo, UT 84602
> > http://byu.academia.edu/GregoryThompson
> > ________________________________
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