[Xmca-l] Re: Fwd: English version of Cultural Model

[HENRY SHONERD]

I was going to read more carefully all of the readings that have been proferred lately, including: Martin’s piece, “Schooling: Domestication or Ontolgical Construction (proffered by Greg), David’s piece, “Between Lessons: The ZPD in Korean Schools”, but the dialog is moving along at such a pace that I wanted to jump in with something that just occurred to me: David has talked of collaboration and cooperation, but what about competition? That’s what a scrum is about, at least as it applies to rugby.(Thank you Annalisa!) That would raise the issue of who is on which “side”. And how seriously we take the game, which likely depends on how serious and permanent the effects of winning and losing. Recognition and resilience have to be part of this. And culture. Has Vygotsky ever talked about the ZPD in as it plays out in a real classroom, where cooperation, collaboration and competition take place? For example, is the functional method of double stimulation done always with individual children? Come to think of it, did Piaget’s method involve working with more than one child?

Henry


 
> On Jul 8, 2015, at 9:47 AM, Greg Thompson <greg.a.thompson@gmail.com> wrote:
> 
> ​A colleague was just telling me of Michel-Rolph Trouillot's book on the
> Haitian Revolution, *Silencing the Past: Power and the Production of
> History*. One of the things that he mentioned was that Trouillot points to
> the general non-recognizability of what happened in Haiti - here was the
> first black republic and the first central American nation to declare
> independence from colonialism and yet almost no one had written about it.
> In the historical consciousness (of North Americans), it was as if it never
> happened - an "unthinkable history". At the time of its happening, it was
> truly unthinkable - notions of liberty among a Black populace was an
> impossible thing for white Europeans to imagine.
> 
> And yet, it happened.
> 
> In connection with questions about "the end in the beginning" and the
> (seeming?) necessity of the expert-novice relationship, I wonder if this
> might be a blind spot for Vygotsky-ian theorizing vis a vis creativity,
> innovation, and the "new"?
> 
> With respect to Haiti, it seems like something new is coming into being. So
> then, how do we imagine this new-ness of being? The default Vygotsky-ian
> approach seems to be that the new development comes from the
> already-fully-formed. In the case of Haiti, this could lead down the
> unfortunate path of seeing the Haitian situation (the new) as being
> dependent upon the European colonizers (the fully-formed). This seems to
> me, in a sense, to return us to the view that there was "nothing new" in
> the Haitian revolution.
> 
> This is a potential blind spot that I was pointing to with Packer's piece
> as well as in the case of Nicaraguan sign language. Can we imagine the
> "new" coming from within a community (of novices!) rather than from without?
> 
> I'd welcome corrections here to my thinking about Vygotsky, CHAT, and/or
> Haiti. Please.
> 
> -greg
> 
> ​
> 
> On Sat, Jul 4, 2015 at 8:05 AM, Dr. Paul C. Mocombe <pmocombe@mocombeian.com
>> wrote:
> 
>> Dr. Madhere  has provided the English version of the kreyol charts I sent
>> in a previous email.  I am waiting for the paper.
>> 
>> 
>> Sent on a Sprint Samsung Galaxy Note® II
>> 
>> <div>-------- Original message --------</div><div>From: "Madhere, Serge"
>> <smadhere@Howard.edu> </div><div>Date:07/04/2015  9:36 AM  (GMT-05:00)
>> </div><div>To: pmocombe@mocombeian.com </div><div>Subject: English
>> version of Cultural Model </div><div>
>> </div>Mr Mocombe,
>> 
>> 
>> As you requested, please find attached the English version of the slides
>> from my model on culture and education.
>> 
>> 
>> Serge Madhere PhD
>> 
>> 
>> 
> 
> 
> -- 
> 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