Stage One: the discovery , where important revisions are seen in the fie=
ld.
Stage Two: the development into a conceptual form-- with limits-- a new
concept ( e.g., ZPD )--but the erosion begins.
Stage Three: the movement of a useful concept to an explanatory princip=
le
within the limits of the field of its original discovery. But the
temptation begins to expand it beyond the limits originally proposed.
Stage Four: the explanatory principle having its limits becomes a=20
methodological hegemony applicable to all of fields---becoming an
all-encompassing =93weltenshuuang;=94 exposing its original =93prejuge d=
u monde.=94
In my humble opinion, the ZPD definitely has its place in the schemata o=
f
Activity Theory and most certainly in the activity of teaching/learning.
But like any tool, sign or concept, it can only hold so much. To force i=
t
to explain all learning and behavior dilutes it to an almost meaningless
concept--resembling a profane religiosity which must be defended against
all non-believers or misguided heretics. Hence, the vitriolic tenor that
his crept into some of the dialog.
For me, the translated works of Vygotsky, Luria, Leontev and their
=93disciples=94 here and abroad have helped me make my teaching/ learning=
more
successful at the postsecondary level. It has given me the schema by whic=
h
I could better understand the process of learning.
I=92ve enjoyed and learned much from the dialogic, dialectic found her=
e on
Xmca. And, I offer this caveat only so the discussion can continue in a
positive and constructive manner, as a I learn more and more within this
expression the ZPD.=20
Michael E. Erickson, Professor Emeritus
Mericks who-is-at ria.net