[Xmca-l] Re: Butterfly found

Thu Mar 12 10:32:42 PDT 2020

Sounds interesting, Huw. Looking forward.
mike

On Thu, Mar 12, 2020 at 3:06 AM Huw Lloyd <huw.softdesigns@gmail.com> wrote:

> The audio quality on the clip with Peter is good. It is nice to see short
> videos that engage with thinking and rumination and yet still remain clear,
> rather than, say, giving a monologue without the basis in experience.
>
> Regarding ZPD/ZND and identifying the child's / agent's task, a central
> theme of a large project I have worked on (for about 5 years on and off) is
> a study of active orientation. In this study I seek to identify and measure
> the active orientation (intention) of the agent. This entails an integrated
> appreciation for cognition, task-based activity, affect, scope of
> attention, complexity of task, and the basis of reorganisation (of
> cognition). A good reason for measuring active orientation is that if this
> "invisible" element can be made explicit, it can then be used to insist
> upon institutional changes to provide more space, support, and challenges
> for developmental processes.
>
> I now have this all written up and am waiting for a window in my wife's
> schedule for some proof reading, before I post them online. If this is
> deemed to be useful, the next logical step would be for a peer review of
> some kind to make it more formal.
>
> Best,
> Huw
>
>
> On Thu, 12 Mar 2020 at 03:15, Peg Griffin, Ph.D. <Peg.Griffin@att.net>
> wrote:
>
>> Thanks for posting the field college edition of the newsletter, Mike.
>>
>> It is fun to thumb through it.
>>
>> I remember someone, I think it was Marge Martus, seeing all the activity
>> in that hall we worked in and saying she didn’t see one child off task.
>> Well, I said, if anyone was off task it would be like being in a rainstorm
>> trying to dodge rain drops.
>>
>>
>>
>> We wanted to give away the teacher/experimenter privilege of giving the
>> question and leaving only the response part for the child. If we couldn’t
>> do that we would never see the children being under the control of the
>> whole task. The child had to find/construct the task and the response; if
>> it was public & open to collaboration with us we had a good chance of
>> figuring out what both parts were and good reason to trust that the
>> “responses” were valid, not false positives or false negatives.  Some of
>> those little psyches were quite interesting task masters!  Unusually kind,
>> too, often nagging some ones of us to help out other ones of us who were
>> working hard to keep up with the kids.
>>
>>
>>
>> It was good to see the spirits of Ann and Joe (and the much maligned
>> Janet video).
>>
>> Pupeg
>>
>>
>>
>> *From:* xmca-l-bounces@mailman.ucsd.edu [mailto:
>> xmca-l-bounces@mailman.ucsd.edu] *On Behalf Of *mike cole
>> *Sent:* Wednesday, March 11, 2020 7:37 PM
>> *To:* eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
>> *Subject:* [Xmca-l] Re: Butterfly found
>>
>>
>>
>> To me the important point in Peter's talk and paper is that the term
>> blizaishi adopted by teachers, owing to the
>>
>> regimes of instruction that they are required to implement (constant
>> testing, etc.) produces a form of "next step,"
>>
>> short-term, strategy that denudes the social situation of
>> relevance/interest to the child.  LSV, he says, projected the developmental
>> process into the longer-term process of development, say, the first 20
>> years or so.
>>
>>
>>
>> Evidence that Denis Newman, Peg Griffin, and I collected about 30 years
>> ago indicates that the teacher's with whom
>>
>> we worked were intensely concerned with the challenges that students
>> would face in the coming academic year... We found them selectively
>> focusing on skills in 4th grade that had no special relevance in 4th grade,
>> but became the center of attention in the 5th when  particular skills
>> became parts of more complex systems. But the short term focus was, as
>> Peter suggests on
>>
>> the here and now and tomorrow test.
>>
>>
>>
>> An application of these ideas about seeking the short term as a part of
>> the longer term can be found in what Peg Griffen and I called "Field
>> College"  at  http://lchc.ucsd.edu/Histarch/jl82v4n3.PDF#page=1 . The
>> organization of instruction in the model system we called "Question Asking
>> Reading" at Field College can be in cole-cultural psychology 1996), chapter
>> 9. (I do not have a copy of the chapter. If someone does, please post).
>>
>>
>>
>> Mescheryakov and his mentors converted traditional approaches to the
>> education of the blind-deaf into a long term, immersive life world that
>> made it possible to study development over the long term using principles
>> of cultural-historical psychology. The entire, artificial, world was
>> designed to be a zone of blizhayshi development.  The best and most
>> accessible account of this work that I know of can be found here:
>>
>>
>>
>> http://lchc.ucsd.edu/MCA/Mail/xmcamail.2010_04.dir/pdfaj3KKzidoJ.pdf
>>
>>
>>
>>  mike
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> On Wed, Mar 11, 2020 at 8:18 AM Greg Thompson <greg.a.thompson@gmail.com>
>> wrote:
>>
>> Loved Peter's 2 min presentation on this! (thanks for doing those
>> Anthony!)
>>
>>
>>
>> Also, has anyone written about ZoND (ZoNeD?) in terms of college
>> students? I struggle with this daily as a teacher - trying to understand
>> what the next stage of development is for college students and wondering to
>> myself: What do my students actually NEED? (beyond the credential). Of
>> course it isn't going to just be one thing. And it will surely be contested
>> since, as Peter notes, the ZoND is responsive to the social and
>> institutional contexts that come next. Nonetheless, it seems that there
>> should be some broad strokes that we could sketch out in terms of Zone of
>> Next Development for college students. Any pointers?
>>
>>
>>
>> -greg
>>
>>
>>
>>
>>
>>
>>
>> On Wed, Mar 11, 2020 at 8:34 AM Anthony Barra <anthonymbarra@gmail.com>
>> wrote:
>>
>> Forgive me if this is redundant.  Peter Smagorinsky has written
>> interestingly about *Butterflies*, with an emphasis on ZND vs ZPD, in
>> this short paper here:
>>
>> "Deconflating the ZPD and instructional scaffolding: Retranslating and
>> reconceiving the zone of proximal development as the zone of next
>> development"
>> http://www.petersmagorinsky.net/About/PDF/LCSI/LCSI_2018.pdf
>>
>>
>>
>> And if anyone is interested, here is a brief, 2-minute clip of Peter
>> talking about the film and the ZND: "What is the Zone of Next Development?"
>> http://tiny.cc/1qi5kz
>>
>>
>>
>> Thanks ~
>>
>> Anthony
>>
>>
>>
>> On Wed, Mar 11, 2020 at 6:15 AM JULIE WADDINGTON <
>> julie.waddington@udg.edu> wrote:
>>
>> Yes, thank you *very* much for this Professor Cole. We'll be sure not to
>> tell ANYONE :)
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> ------------------------------
>>
>> *De:* xmca-l-bounces@mailman.ucsd.edu [xmca-l-bounces@mailman.ucsd.edu]
>> en nom de Wagner Luiz Schmit [wagner.schmit@gmail.com]
>> *Enviat el:* dimecres, 11 / març / 2020 11:05
>> *Per a:* eXtended Mind, Culture, Activity
>> *Tema:* [Xmca-l] Re: Butterfly found
>>
>> Thanks a lot Professor Cole!!!
>>
>>
>>
>> Wagner
>>
>>
>>
>> On Tue, Mar 10, 2020 at 9:19 PM mike cole <mcole@ucsd.edu> wrote:
>>
>> Dear Colleagues -
>>
>>       Deep in the the unruly and unstable bowels of the lchc website, too
>> deep for google search to have penetrated it appears, is a copy of
>> Butterflies in English. There is a rumor from the archivist,
>>
>> the ever-reliable Bruce Jones that is a copy of a 3/4" version from long
>> ago, but that cannot be confirmed.
>>
>>      Below is the secret route. Be sure not to tell anyone.
>>
>> mike
>>
>>
>>
>> http://lchc.ucsd.edu/Movies/Butterflies_of_Zagorsk.mp4
>> The copy is not great, but it's there.  bj
>>
>>
>>
>> --
>>
>> Critique is essential to all democracy. Not only does democracy
>>
>> require the freedom to criticize and need critical impulses. Democracy is
>>
>> nothing less than defined by critique T.Adorno
>>
>> ---------------------------------------------------
>>
>> For archival resources relevant to the research of myself and other
>> members of LCHC, visit
>>
>> lchc.ucsd.edu.  For a narrative history of the research of LCHC, visit
>> lchcautobio.ucsd.edu.
>>
>>
>>
>>
>>
>>
>>
>>
>> --
>>
>> Gregory A. Thompson, Ph.D.
>>
>> Assistant Professor
>>
>> Department of Anthropology
>>
>> 880 Spencer W. Kimball Tower
>>
>> Brigham Young University
>>
>> Provo, UT 84602
>>
>> WEBSITE: https://anthropology.byu.edu/greg-thompson
>> http://byu.academia.edu/GregoryThompson
>>
>>
>>
>>
>> --
>>
>> Critique is essential to all democracy. Not only does democracy
>>
>> require the freedom to criticize and need critical impulses. Democracy is
>>
>> nothing less than defined by critique. T.Adorno
>>
>> ---------------------------------------------------
>>
>> For archival resources relevant to the research of myself and other
>> members of LCHC, visit
>>
>> lchc.ucsd.edu.  For archival materials and a narrative history of the
>> research of LCHC, visit lchcautobio.ucsd.edu.
>>
>>
>>
>>
>>
>

-- 
Critique is essential to all democracy. Not only does democracy
require the freedom to criticize and need critical impulses. Democracy is
nothing less than defined by critique. T.Adorno
---------------------------------------------------
For archival resources relevant to the research of myself and other members
of LCHC, visit
lchc.ucsd.edu.  For archival materials and a narrative history of the
research of LCHC, visit lchcautobio.ucsd.edu.
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