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

[Anthony Barra]

Thanks, Mike.  I like this Franklin kid, and I never would've met him
without you sharing that chapter.

And here, in the closing paragraph, is one great answer to my question
about "guarding Lenin's tomb" type activities that likely support
development:
"Suddenly I recognize the difference between telling a child he must share
and saying, 'Pretend you are a boy who knows how to share.'  The first
method announces that a child has done something wrong. 'Pretend' disarms
and enchants: it suggests heroic possibilities for making changes, just as
in the fairy tales."

I hope we'll hear more ideas (be they role-playing or anything else) from
many others on this listserv.

Thanks everyone ~
Anthony

P.S. I've done a lot of role-playing with middle and high school students,
mainly via in-role writing, which they tend to enjoy and succeed at -- but
I really can't evaluate it from a development perspective, or more
specifically from a development-of-higher-psychological-functions
perspective.  Anyhow, a snapshot is here, and it's something that can
likely be amended for any age: https://urldefense.com/v3/__http://tiny.cc/upoxpz__;!!Mih3wA!TUH9TLwmfw8pwJ5lHRr3-kPrfEl6T5CLUAQdZ11uTtm67tXMvbgGUy1AZFkuhNIO6Lr5Dw$ 





On Thu, May 28, 2020 at 1:52 PM mike cole <mcole@ucsd.edu> wrote:

> 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!TUH9TLwmfw8pwJ5lHRr3-kPrfEl6T5CLUAQdZ11uTtm67tXMvbgGUy1AZFkuhNIg10gd7A$ 
>> <https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!QnyDKMmlGuxChw2AzXV_HvcVQlE8oeBivNWuK6vHi8K43tjlH2D14vGQwFlSGpHZ8pMhQA$>
>>
>> One can't help but try to think up other types of games (e.g., the Quiet
>> Game on long car rides) that can function as cultural tools when the
>> biological alone aren't cutting it.
>>
>> On a side note, the short video brought a number of questions to mind for
>> me, such as:
>> - where are 'the buds'?
>> - what are the qualitative reorganizations here?
>> - why are the buds (e.g, of volition) not yet present for the 3
>> year-olds, present for the 5 year-olds, and already flowered for the 8
>> year-olds? (ages are approximate, I know)
>> - how temporary is the 5 year-olds' improved volition? Does it wear off?
>> It is now 'activated' for good?
>> - for the 8 year-olds, is volition fully developed for tasks such as
>> standing still but still in the 'bud' stage for more demanding acts of will?
>>
>> But those side questions are not the target of this post. Instead, my
>> question of the day is (I think a fun one):  What kinds of "guarding
>> Lenin's tomb" type activities have you thought of and/or used in order to
>> support development?  (Any age or stage or setting will do)
>>
>> Thank you,
>>
>> Anthony
>>
>>
>
> --
>
> "How does newness come into the world?  How is it born?  Of what fusions,
> translations, conjoinings is it made?" Salman Rushdie
> ---------------------------------------------------
> Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!TUH9TLwmfw8pwJ5lHRr3-kPrfEl6T5CLUAQdZ11uTtm67tXMvbgGUy1AZFkuhNJOTkEm2Q$ 
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>
>
>
>
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