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

Fri May 29 07:01:25 PDT 2020

Sorry, I neglected the link to what I think is one of the most impressive
projects that Lois has been involved in, the Allstars Project:
https://urldefense.com/v3/__https://allstars.org/__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkJ7WAFzuQ$ 

-greg

On Fri, May 29, 2020 at 7:39 AM Greg Thompson <greg.a.thompson@gmail.com>
wrote:

> Anthony,
>
> Lois Holzman has done great work taking the power of "pretend" to older
> kids (high schoolers) with the East Side Institute and her development of
> social therapeutics. I find this to be particularly interesting since most
> Vygotskians tend to focus on younger age kids (as can be seen in all the
> examples mentioned thus far).
>
> Here is her personal page:
> https://urldefense.com/v3/__https://loisholzman.org/__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkIeM1JbCw$ 
> (Esp. note her book Vygotsky at Work and Play.)
>
> And here is the page of of the East Side Institute:
> https://urldefense.com/v3/__https://eastsideinstitute.org/__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkJq269Skw$ 
>
> Would be great if you could get an interview with her - if you can
> catch her!
>
> -greg
>
> On Fri, May 29, 2020 at 5:53 AM Anthony Barra <anthonymbarra@gmail.com>
> wrote:
>
>> 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!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkIH-ggRZg$ 
>> <https://urldefense.com/v3/__http://tiny.cc/upoxpz__;!!Mih3wA!TUH9TLwmfw8pwJ5lHRr3-kPrfEl6T5CLUAQdZ11uTtm67tXMvbgGUy1AZFkuhNIO6Lr5Dw$>
>>
>>
>>
>>
>>
>> On Thu, May 28, 2020 at 1:52 PM mike cole <mcole@ucsd.edu> wrote:
>>
>>> Great question (s), Anthony!
>>>
>>> Of the shiny top of my head I can identify another. This is from Vivian
>>> Paley.
>>> It explicitly answers the question of "is this a once and for all
>>> change, or a bud that sprouted in just this one rare
>>> circumstance."
>>> Attached.
>>> mike
>>>
>>> On Thu, May 28, 2020 at 9:53 AM Anthony Barra <anthonymbarra@gmail.com>
>>> wrote:
>>>
>>>> Dear educators of XMCA -
>>>>
>>>> I think I have a good question this time!  To avoid redundancy, I
>>>> searched the archives for answers and found an interesting thread from ten
>>>> years ago.  But I still want to ask this here:
>>>>
>>>> What kinds of "guarding Lenin's tomb" type activities have you thought
>>>> of and/or used in order to support development?
>>>>
>>>> In this great little 2-minute clip, Mike Cole discusses Manuilenko's
>>>> tomb-guarding experiment: https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkK22TsNrQ$ 
>>>> <https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!QnyDKMmlGuxChw2AzXV_HvcVQlE8oeBivNWuK6vHi8K43tjlH2D14vGQwFlSGpHZ8pMhQA$>
>>>>
>>>> One can't help but try to think up other types of games (e.g., the
>>>> Quiet Game on long car rides) that can function as cultural tools when the
>>>> biological alone aren't cutting it.
>>>>
>>>> On a side note, the short video brought a number of questions to mind
>>>> for me, such as:
>>>> - where are 'the buds'?
>>>> - what are the qualitative reorganizations here?
>>>> - why are the buds (e.g, of volition) not yet present for the 3
>>>> year-olds, present for the 5 year-olds, and already flowered for the 8
>>>> year-olds? (ages are approximate, I know)
>>>> - how temporary is the 5 year-olds' improved volition? Does it wear
>>>> off? It is now 'activated' for good?
>>>> - for the 8 year-olds, is volition fully developed for tasks such as
>>>> standing still but still in the 'bud' stage for more demanding acts of will?
>>>>
>>>> But those side questions are not the target of this post. Instead, my
>>>> question of the day is (I think a fun one):  What kinds of "guarding
>>>> Lenin's tomb" type activities have you thought of and/or used in order to
>>>> support development?  (Any age or stage or setting will do)
>>>>
>>>> Thank you,
>>>>
>>>> Anthony
>>>>
>>>>
>>>
>>> --
>>>
>>> "How does newness come into the world?  How is it born?  Of what
>>> fusions, translations, conjoinings is it made?" Salman Rushdie
>>> ---------------------------------------------------
>>> Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkLUenHqCQ$ 
>>> <https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!X683eUcFW8gDsCvkDkihaUI2WefdNe3_4YRDVEalVu7OCe25J7bb83KhNPRCIbgr_8aUPQ$>
>>> Re-generating CHAT Website: re-generatingchat.com
>>> <https://urldefense.com/v3/__http://re-generatingchat.com__;!!Mih3wA!X683eUcFW8gDsCvkDkihaUI2WefdNe3_4YRDVEalVu7OCe25J7bb83KhNPRCIbg2FBKvDg$>
>>> Archival resources website: lchc.ucsd.edu.
>>> Narrative history of LCHC:  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://urldefense.com/v3/__https://anthropology.byu.edu/greg-thompson__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkJKQTm90A$ 
> https://urldefense.com/v3/__http://byu.academia.edu/GregoryThompson__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkIwDoB0xw$ 
>

-- 
Gregory A. Thompson, Ph.D.
Assistant Professor
Department of Anthropology
880 Spencer W. Kimball Tower
Brigham Young University
Provo, UT 84602
WEBSITE: https://urldefense.com/v3/__https://anthropology.byu.edu/greg-thompson__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkJKQTm90A$ 
https://urldefense.com/v3/__http://byu.academia.edu/GregoryThompson__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkIwDoB0xw$ 
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