[Xmca-l] Re: "this remarkable list" (Gabosch, 2002)

[David Kellogg]

Anthony--

As far as I know, it's never been translated. But you can find it in
Russian at the Electronic Library of Moscow State University--right here:

https://urldefense.com/v3/__http://psychlib.ru/mgppu/VUR/VUR-0331.htm*$p33__;Iw!!Mih3wA!Rs_L1xTA4cK7ZLj1xktMYU2QoDLfV1QvnStvCyYqfiG4i8MJ26pTlc9y9e8EH9WCcJfqmQ$ 

If your Russian is anything like mine (i.e. limited to a very narrow
register) you'll need a translation to make sense of it. But you'll find
that if you right click on the text, it will bring to bear the power of
Google Translate. Since Google Translate operates with established
translations of Vygotsky, and since Vygotsky does tend to repeat his
formulations when he's got one that he likes, you will find that the result
is quite usable.

(Of course you know that I didn't mean to imply that you only took away the
framing anecdote, Anthony; I was just trying to think of a hypothetical
example that didn't involve the theatre--theatrics are not always a bad
thing when you are in a theatre. However, I really DID mean what I said
about the pleasure of teaching-learning for the TEACHER: it IS
underemphasized and it DOES explain a lot about how ideas do manage to
outlive the bodies that have them. I guess we tend to explain this pleasure
by talking about how much we ourselves have learned from the experience of
teaching, and I suppose that does SOUND humble and modest, although when
you think about it what I am really saying when I say that is that I am
still the best teacher I have ever met. For me, the humility is keener and
borders on humiliation--I learn the hard way how much I have to learn about
cultivating an on-line teaching persona, modulating my intonation, not
stroking my beard all the time and sticking to the point rather better than
I am wont to do in class. If my students can survive all that, maybe the
ideas will too....)

David Kellogg
Sangmyung University

New article in Mind, Culture, and Activity:
Realizations: non-causal but real relationships in and between Halliday,
Hasan, and Vygotsky

Some free e-prints today available at:
https://urldefense.com/v3/__https://www.tandfonline.com/eprint/Y8YHS3SRW42VXPTVY2Z6/full?target=10.1080*10749039.2020.1806329__;Lw!!Mih3wA!Rs_L1xTA4cK7ZLj1xktMYU2QoDLfV1QvnStvCyYqfiG4i8MJ26pTlc9y9e8EH9WXV3cPhQ$ 

New Translation with Nikolai Veresov: L.S. Vygotsky's Pedological Works
Volume One: Foundations of Pedology"
https://urldefense.com/v3/__https://www.springer.com/gp/book/9789811505270__;!!Mih3wA!Rs_L1xTA4cK7ZLj1xktMYU2QoDLfV1QvnStvCyYqfiG4i8MJ26pTlc9y9e8EH9UWNSuBKw$ 


On Thu, Aug 20, 2020 at 12:50 AM Anthony Barra <anthonymbarra@gmail.com>
wrote:

> Good afternoon,
>
> In a search for an article cited in S. Chaiklin's great "The zone of
> proximal development in Vygotsky’s analysis of learning and instruction"
> (2003), I stumbled upon a post that I believe many here will enjoy
> re-reading:
> http://lchc.ucsd.edu/MCA/Mail/xmcamail.2002_11.dir/0156.html
>
> Thank you,
>
> Anthony
>
> P.S.  Here is the article I was searching for (in case anyone can help):
>
>    - Vygotsky, L. S. (1935a). Dinamika umstvennogo razvitiza shkol’nika v
>    svjazi s obucheniem. In Umstvennoie razvitie detei v protsesse obuchenia
>    (pp. 33-52). Moscow/Leningrad: Gosudarstvennoie Uchebno-pedagogicheskoie
>    Izdatel’stvo.
>
> And the reference, in context:
>
>> "In one article, which as far as I know is neither translated nor readily
>> available, Vygotsky (1935a) describes a set of experiments in which
>> children are tested and identified to have a high or low IQ as well as a
>> large or small zone (as determined by the kind of procedure described in
>> the previous paragraph). Subsequent school success is determined, and it
>> appears that the size of the zone of proximal development was more
>> predictive than IQ. That is, children with a larger zone of proximal
>> development (i.e., more maturing functions are currently available) had
>> comparable intellectual development, regardless of IQ. Similarly, children
>> with a smaller zone of proximal development had a comparable intellectual
>> development, regardless of the initially measured IQ. In other words, the
>> zone of proximal development gave a better indication for
>> predicting/understanding future intellectual development than a measure of
>> independent performance, where the explanation is that the greater number
>> of maturing functions gives a child better opportunities to benefit from
>> school instruction. A detailed summary of this article is found in van der
>> Veer and Valsiner (1991, pp. 336-341)." (Chaiklin, 2003, p. 12-13).
>>
>
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