[Xmca-l] Re: ...kind of like guarding Lenin's tomb

[mike cole]

Great question (s), Anthony!

Of the shiny top of my head I can identify another. This is from Vivian
Paley.
It explicitly answers the question of "is this a once and for all change,
or a bud that sprouted in just this one rare
circumstance."
Attached.
mike

On Thu, May 28, 2020 at 9:53 AM Anthony Barra <anthonymbarra@gmail.com>
wrote:

> Dear educators of XMCA -
>
> I think I have a good question this time!  To avoid redundancy, I searched
> the archives for answers and found an interesting thread from ten years
> ago.  But I still want to ask this here:
>
> What kinds of "guarding Lenin's tomb" type activities have you thought of
> and/or used in order to support development?
>
> In this great little 2-minute clip, Mike Cole discusses Manuilenko's
> tomb-guarding experiment: https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!X683eUcFW8gDsCvkDkihaUI2WefdNe3_4YRDVEalVu7OCe25J7bb83KhNPRCIbg4qohI6g$ 
> <https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!QnyDKMmlGuxChw2AzXV_HvcVQlE8oeBivNWuK6vHi8K43tjlH2D14vGQwFlSGpHZ8pMhQA$>
>
> One can't help but try to think up other types of games (e.g., the Quiet
> Game on long car rides) that can function as cultural tools when the
> biological alone aren't cutting it.
>
> On a side note, the short video brought a number of questions to mind for
> me, such as:
> - where are 'the buds'?
> - what are the qualitative reorganizations here?
> - why are the buds (e.g, of volition) not yet present for the 3 year-olds,
> present for the 5 year-olds, and already flowered for the 8 year-olds?
> (ages are approximate, I know)
> - how temporary is the 5 year-olds' improved volition? Does it wear off?
> It is now 'activated' for good?
> - for the 8 year-olds, is volition fully developed for tasks such as
> standing still but still in the 'bud' stage for more demanding acts of will?
>
> But those side questions are not the target of this post. Instead, my
> question of the day is (I think a fun one):  What kinds of "guarding
> Lenin's tomb" type activities have you thought of and/or used in order to
> support development?  (Any age or stage or setting will do)
>
> Thank you,
>
> Anthony
>
>

-- 

"How does newness come into the world?  How is it born?  Of what fusions,
translations, conjoinings is it made?" Salman Rushdie
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