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

[Anthony Barra]

Yes.  And winning is generally more fun than losing -- all other things
being equal.

What do you think of this quotation? I think it's interesting: "Imagine
that the goal of life isn't to win the game. The goal of human life, in
some sense, is to with the *set* of all possible games; in order to win the
set of all possible games, you don't need to win any particular game. You
have to play in a manner that ensures that you'll be invited to play more
and more games."

The full context is here; it's a very quick read (a youth sports anecdote),
like 90 seconds or so: https://urldefense.com/v3/__https://bit.ly/2XdQEFF__;!!Mih3wA!XzDIU8Xkoo3EdYtzN9jRUtNPmuN6pIXRX7nTJQPXKsuc_xKReATPNseCToxtzmO52yUEng$ 

Thanks again, Huw.

Anthony


On Fri, May 29, 2020 at 11:10 AM Huw Lloyd <huw.softdesigns@gmail.com>
wrote:

> Hi Anthony,
>
> If a child predicates their enjoyment on winning, then they will tend to
> avoid anything that they believe casts them in a bad light. They end up
> being over-confident about some activities and under-confident about
> others. Whereas what is sought is true confidence which comes from
> understanding the nature of understanding, and is best supported by
> enjoyment in doing. The enjoyment-in-winning is an external,
> frequently superficial, measure, the enjoyment-in-doing is one's own
> internal measure which carries its own sense and meaning.
>
> Best,
> Huw
>
>
>
> On Fri, 29 May 2020 at 14:27, Anthony Barra <anthonymbarra@gmail.com>
> wrote:
>
>> Thanks, Huw.
>>
>> I have a six year old too. Why might a disinclination to be cast as a
>> weaker performer be problematic? I am interested but also think I might be
>> missing or misunderstanding something.
>>
>> Thanks again,
>>
>> Anthony
>>
>>
>>
>> On Thu, May 28, 2020 at 5:48 PM Huw Lloyd <huw.softdesigns@gmail.com>
>> wrote:
>>
>>> There's an impressive account by Smirnova of a preschool class coming to
>>> voluntarily take control of their quietude via a game of "who woke teddy?"
>>> in JREEP 52/4.
>>>
>>> A challenge I have wth a near 6 year old is his emphasis upon wanting to
>>> win games and consequent shyness with activities that cast him as a weaker
>>> performer.
>>>
>>> Best,
>>> Huw
>>>
>>> On Thu, 28 May 2020 at 18:52, 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!XzDIU8Xkoo3EdYtzN9jRUtNPmuN6pIXRX7nTJQPXKsuc_xKReATPNseCToxtzmOWT-KG_g$ 
>>>>> <https://urldefense.com/v3/__http://tiny.cc/znnvpz__;!!Mih3wA!QnyDKMmlGuxChw2AzXV_HvcVQlE8oeBivNWuK6vHi8K43tjlH2D14vGQwFlSGpHZ8pMhQA$>
>>>>>
>>>>> One can't help but try to think up other types of games (e.g., the
>>>>> Quiet Game on long car rides) that can function as cultural tools when the
>>>>> biological alone aren't cutting it.
>>>>>
>>>>> On a side note, the short video brought a number of questions to mind
>>>>> for me, such as:
>>>>> - where are 'the buds'?
>>>>> - what are the qualitative reorganizations here?
>>>>> - why are the buds (e.g, of volition) not yet present for the 3
>>>>> year-olds, present for the 5 year-olds, and already flowered for the 8
>>>>> year-olds? (ages are approximate, I know)
>>>>> - how temporary is the 5 year-olds' improved volition? Does it wear
>>>>> off? It is now 'activated' for good?
>>>>> - for the 8 year-olds, is volition fully developed for tasks such as
>>>>> standing still but still in the 'bud' stage for more demanding acts of will?
>>>>>
>>>>> But those side questions are not the target of this post. Instead, my
>>>>> question of the day is (I think a fun one):  What kinds of "guarding
>>>>> Lenin's tomb" type activities have you thought of and/or used in order to
>>>>> support development?  (Any age or stage or setting will do)
>>>>>
>>>>> Thank you,
>>>>>
>>>>> Anthony
>>>>>
>>>>>
>>>>
>>>> --
>>>>
>>>> "How does newness come into the world?  How is it born?  Of what
>>>> fusions, translations, conjoinings is it made?" Salman Rushdie
>>>> ---------------------------------------------------
>>>> Cultural Praxis Website: https://urldefense.com/v3/__http://culturalpraxis.net__;!!Mih3wA!XzDIU8Xkoo3EdYtzN9jRUtNPmuN6pIXRX7nTJQPXKsuc_xKReATPNseCToxtzmNwgeEF9A$ 
>>>> <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.
>>>>
>>>>
>>>>
>>>>
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