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

Fri May 29 07:59:30 PDT 2020

Thank you, Greg.

As I scan through these impressive sites, I am drawn more to the All Stars
project, which reads as having no overt political slant.
Just a personal preference, though I am looking forward to reading more and
appreciate the heads-up.

Also, this book blurb for *The Overweight Brain* is intriguing: "When
educators shift our focus from knowing to growing, we help young people be
all they can be." David J. Chard, PhD
I'd prefer "knowing AND growing" but am interested in reading more.

Thanks again,

Anthony

P.S. What might be an interview question you would ask?

On Fri, May 29, 2020 at 10:04 AM Greg Thompson <greg.a.thompson@gmail.com>
wrote:

> 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!Qi3dH7y5Eq5JOu4dfCekZEnlbCVEwWHITzpR3SjbbXwW2EY-eKDBdW3rlxRRiwtbxeseWw$ 
> <https://urldefense.com/v3/__https://allstars.org/__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkJ7WAFzuQ$>
>
> -greg
>
> On Fri, May 29, 2020 at 7:39 AM Greg Thompson <greg.a.thompson@gmail.com>
> wrote:
>
>> Anthony,
>>
>> Lois Holzman has done great work taking the power of "pretend" to older
>> kids (high schoolers) with the East Side Institute and her development of
>> social therapeutics. I find this to be particularly interesting since most
>> Vygotskians tend to focus on younger age kids (as can be seen in all the
>> examples mentioned thus far).
>>
>> Here is her personal page:
>> https://urldefense.com/v3/__https://loisholzman.org/__;!!Mih3wA!Qi3dH7y5Eq5JOu4dfCekZEnlbCVEwWHITzpR3SjbbXwW2EY-eKDBdW3rlxRRiwtKcxGUng$ 
>> <https://urldefense.com/v3/__https://loisholzman.org/__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkIeM1JbCw$>
>> (Esp. note her book Vygotsky at Work and Play.)
>>
>> And here is the page of of the East Side Institute:
>> https://urldefense.com/v3/__https://eastsideinstitute.org/__;!!Mih3wA!Qi3dH7y5Eq5JOu4dfCekZEnlbCVEwWHITzpR3SjbbXwW2EY-eKDBdW3rlxRRiwuGjuvIOA$ 
>> <https://urldefense.com/v3/__https://eastsideinstitute.org/__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkJq269Skw$>
>>
>> Would be great if you could get an interview with her - if you can
>> catch her!
>>
>> -greg
>>
>> On Fri, May 29, 2020 at 5:53 AM Anthony Barra <anthonymbarra@gmail.com>
>> wrote:
>>
>>> Thanks, Mike.  I like this Franklin kid, and I never would've met him
>>> without you sharing that chapter.
>>>
>>> And here, in the closing paragraph, is one great answer to my question
>>> about "guarding Lenin's tomb" type activities that likely support
>>> development:
>>> "Suddenly I recognize the difference between telling a child he must
>>> share and saying, 'Pretend you are a boy who knows how to share.'  The
>>> first method announces that a child has done something wrong. 'Pretend'
>>> disarms and enchants: it suggests heroic possibilities for making changes,
>>> just as in the fairy tales."
>>>
>>> I hope we'll hear more ideas (be they role-playing or anything else)
>>> from many others on this listserv.
>>>
>>> Thanks everyone ~
>>> Anthony
>>>
>>> P.S. I've done a lot of role-playing with middle and high school
>>> students, mainly via in-role writing, which they tend to enjoy and succeed
>>> at -- but I really can't evaluate it from a development perspective, or
>>> more specifically from a development-of-higher-psychological-functions
>>> perspective.  Anyhow, a snapshot is here, and it's something that can
>>> likely be amended for any age: https://urldefense.com/v3/__http://tiny.cc/upoxpz__;!!Mih3wA!Qi3dH7y5Eq5JOu4dfCekZEnlbCVEwWHITzpR3SjbbXwW2EY-eKDBdW3rlxRRiws9AEKC_w$ 
>>> <https://urldefense.com/v3/__http://tiny.cc/upoxpz__;!!Mih3wA!TUH9TLwmfw8pwJ5lHRr3-kPrfEl6T5CLUAQdZ11uTtm67tXMvbgGUy1AZFkuhNIO6Lr5Dw$>
>>>
>>>
>>>
>>>
>>>
>>> On Thu, May 28, 2020 at 1:52 PM mike cole <mcole@ucsd.edu> wrote:
>>>
>>>> Great question (s), Anthony!
>>>>
>>>> Of the shiny top of my head I can identify another. This is from Vivian
>>>> Paley.
>>>> It explicitly answers the question of "is this a once and for all
>>>> change, or a bud that sprouted in just this one rare
>>>> circumstance."
>>>> Attached.
>>>> mike
>>>>
>>>> On Thu, May 28, 2020 at 9:53 AM Anthony Barra <anthonymbarra@gmail.com>
>>>> wrote:
>>>>
>>>>> Dear educators of XMCA -
>>>>>
>>>>> I think I have a good question this time!  To avoid redundancy, I
>>>>> searched the archives for answers and found an interesting thread from ten
>>>>> years ago.  But I still want to ask this here:
>>>>>
>>>>> What kinds of "guarding Lenin's tomb" type activities have you thought
>>>>> of and/or used in order to support development?
>>>>>
>>>>> In this great little 2-minute clip, Mike Cole discusses Manuilenko's
>>>>> tomb-guarding experiment: https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!Qi3dH7y5Eq5JOu4dfCekZEnlbCVEwWHITzpR3SjbbXwW2EY-eKDBdW3rlxRRiwtTZXHsww$ 
>>>>> <https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!QnyDKMmlGuxChw2AzXV_HvcVQlE8oeBivNWuK6vHi8K43tjlH2D14vGQwFlSGpHZ8pMhQA$>
>>>>>
>>>>> One can't help but try to think up other types of games (e.g., the
>>>>> Quiet Game on long car rides) that can function as cultural tools when the
>>>>> biological alone aren't cutting it.
>>>>>
>>>>> On a side note, the short video brought a number of questions to mind
>>>>> for me, such as:
>>>>> - where are 'the buds'?
>>>>> - what are the qualitative reorganizations here?
>>>>> - why are the buds (e.g, of volition) not yet present for the 3
>>>>> year-olds, present for the 5 year-olds, and already flowered for the 8
>>>>> year-olds? (ages are approximate, I know)
>>>>> - how temporary is the 5 year-olds' improved volition? Does it wear
>>>>> off? It is now 'activated' for good?
>>>>> - for the 8 year-olds, is volition fully developed for tasks such as
>>>>> standing still but still in the 'bud' stage for more demanding acts of will?
>>>>>
>>>>> But those side questions are not the target of this post. Instead, my
>>>>> question of the day is (I think a fun one):  What kinds of "guarding
>>>>> Lenin's tomb" type activities have you thought of and/or used in order to
>>>>> support development?  (Any age or stage or setting will do)
>>>>>
>>>>> Thank you,
>>>>>
>>>>> Anthony
>>>>>
>>>>>
>>>>
>>>> --
>>>>
>>>> "How does newness come into the world?  How is it born?  Of what
>>>> fusions, translations, conjoinings is it made?" Salman Rushdie
>>>> ---------------------------------------------------
>>>> Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!Qi3dH7y5Eq5JOu4dfCekZEnlbCVEwWHITzpR3SjbbXwW2EY-eKDBdW3rlxRRiwtQTX-y0w$ 
>>>> <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!Qi3dH7y5Eq5JOu4dfCekZEnlbCVEwWHITzpR3SjbbXwW2EY-eKDBdW3rlxRRiwuIZa162g$ 
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>>
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>> <https://urldefense.com/v3/__http://byu.academia.edu/GregoryThompson__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkIwDoB0xw$>
>>
>
>
> --
> Gregory A. Thompson, Ph.D.
> Assistant Professor
> Department of Anthropology
> 880 Spencer W. Kimball Tower
> Brigham Young University
> Provo, UT 84602
> WEBSITE: https://urldefense.com/v3/__https://anthropology.byu.edu/greg-thompson__;!!Mih3wA!Qi3dH7y5Eq5JOu4dfCekZEnlbCVEwWHITzpR3SjbbXwW2EY-eKDBdW3rlxRRiwuIZa162g$ 
> <https://urldefense.com/v3/__https://anthropology.byu.edu/greg-thompson__;!!Mih3wA!QkjU-77lpmDqgQ5M0uKTjdBSHgpGnUia75S5I6QL1XNm2fMacxyYygNM8x2aFkJKQTm90A$>
>
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>
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