[Xmca-l] Re: digital immersion mongrel Vygotsky

[mike cole]

Cool note, Bill.
Having failed several times in this general arena, I am always interested
in finding the sweet spot. In my experience, the process of change means
that "the spot" itself is, to borrow Yrjo's phrase, a "runaway object."

Further engagement now entails that people do some common reading
and that can be a perilous undertaking on xmca! Often the distribution
of the key texts help a lot, or links.

Saturday evening over here. Headed out for the evening, but look forward
to the followups.

Good Sunday morning to you.

mike

On Sat, Apr 7, 2018 at 5:47 PM, Bill Kerr <billkerr@gmail.com> wrote:

> off topic Andy - but what I said was Noel's DI approach in the Djarragun
> school context not necessarily DI as such. My 4000 word essay on that is
> Life After Noel here
> https://sites.google.com/site/livingcontradictions/life-after-noel As an
> evidence based approach and plenty of anecdotes I have heard  in
> Australia's deep north it can still be argued that "DI works" not as a life
> long approach but in the context of a catch up approach for those who have
> missed out on early years basic literacy and numeracy. If you want to
> discuss my "Life after Noel' essay or DI in general then please start
> another thread.
>
> This thread is about "digital immersion mongrel Vygotsky" not DI or Noel.
>
> On Sun, Apr 8, 2018 at 10:32 AM, Andy Blunden <andyb@marxists.org> wrote:
>
> > So you have given Direct Instruction a fail, Bill. For
> > people in the field that is probably not a surprise, but it
> > is very significant for the general public here in Oz. Could
> > you summarise what brought you to the conclusion?
> >
> > Andy
> >
> > ------------------------------------------------------------
> > Andy Blunden
> > ttp://www.ethicalpolitics.org/ablunden/index.htm
> > On 8/04/2018 10:02 AM, Bill Kerr wrote:
> > > I'll put this up for discussion. It has been a twisted road for me to
> get
> > > to this point. I had a fail with the Noel Pearson's Direct Instruction
> > > approach near Cairns and have now moved to Alice Springs as a good
> > location
> > > for further action research into Australian indigenous issues.
> > >
> > > DIGITAL IMMERSION MONGREL VYGOTSKY
> > > - a contextual pathway to enable modern indigenous technology
> > >
> > > The origin of this was an exploration of an effective way
> (pragmatically)
> > > to bring digital technology to indigenous people. This turned into a
> > hands
> > > on exploration of disparate fields which for convenience can be
> organised
> > > under three sub-headings which can in turn be melded together:
> > >
> > > *Epistemology*: One interpretation of Vygotsky argues that all
> knowledge
> > is
> > > socially constructed and that ethnomethodology, paying detailed
> attention
> > > in the now, is the best or only way of detecting and evaluating what is
> > > going on (Wolff-Michael Roth). This world view is critical of other
> > > learning theories be they behaviourist, cognitivist or constructivist.
> > >
> > > *Culture*: Martin Nakata’s (cultural interface) and Kwame Appiah’s
> > > (cosmopolitan) approach is that indigenous (and other) culture is
> mongrel
> > > (no longer traditional), consisting of disparate, complex threads
> created
> > > by the intermingling of the traditional with the colonial. It follows
> > from
> > > this that effective communication between different cultures must be
> > > contextual based on paying detailed attention to the now.
> > >
> > > *Technology*: Taking a broad view there are many human technologies
> > > originating from the hand and the word. Digital technology (moving
> bits)
> > is
> > > now replacing print as the dominant social medium. The only effective
> way
> > > to master digital technology is through full immersion in the medium.
> > Some
> > > groups working with the Disadvantaged in the Third World have
> understood
> > > this, eg. Learning Equality, and use affordable hardware (Raspberry Pi
> > and
> > > low-cost Android tablets), software (FOSS) and infrastructure
> (sneakernet
> > > where internet connectivity is limited).
> > >
> > > Combining these approached leads to “Digital Immersion Mongrel
> Vygotsky”.
> > > The goal is to combine these three approaches to find the contextual
> > sweet
> > > spot in the middle of the teething rings.
> > >
> > > *Reference*:
> > > Appiah, Kwame Anthony. Cosmopolitanism: Ethics in a World of Strangers
> > > (2007)
> > > Learning Equality https://learningequality.org/
> > > Nakata, Martin. Disciplining the Savages, Savaging the Disciplines
> (2007)
> > > Roth, Wolff-Michael. The Mathematics of Mathematics: Thinking with the
> > > Late, Spinozist Vygotsky (2017)
> >
> >
>