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i Dot and everybody--
Thanks Dot for the wonderful discussion on recursivity and reference
support! Sounds like reflection and prolepsis are recursive by the
definitions. I'm not sure that recursivity is always proleptic or
reflective. For me, recursivity is a design while reflexivity and prolepsis
are processes (or aspects of the processes). For example, I can arrange
assigned projects in my classes to be recursive but I can't be sure that it
makes my students to be reflective. What I hope that recursive assignments
can facilitate students' reflexivity.
Specific example of recursive assigned projects is I want ask my students
(preservice teachers) to describe their concerns that they foresee in their
future teaching (project#1). Then I'll ask them to ask the question about
teaching concerns their co-op practicum teachers and to relate their
teacher's reply to replies of all students (project #2). Then I want them
to ask children in their teaching practicum a similar question about
teaching concerns and again relate it to teachers' and students' replies
(project #3). Finally, I'll give them readings that discuss a similar
question of what are teaching concerns of new and experienced teachers
(project#4). I also plan to discuss the teaching concerns throughout the
class. I expect that students' changing views on what are teaching concerns
for them will be evidence eof their learning in the class.
What do you think?
Eugene
> -----Original Message-----
> From: Dot Robbins [mailto:drobbins@sprintmail.com]
> Sent: Sunday, May 10, 1998 7:26 PM
> To: xmca who-is-at weber.ucsd.edu
> Subject: recursivity
>
>
> Along Eugene's thoughts of recursivity, the terms reflexivity,
> environmental affererentiation, prolepsis come to mind.
> Reflexivity: "The terms reflexive, reflexivity, and reflexiveness have
> been used in a variety of disciplines to describe the capacity of
> language and thought--of any system of signification--to turn or bend
> upon itself, to become an object to itself, and to refer to itself.
> Whether we are discussing things grammatical or cognitive, what is meant
> is reflex action or process linking self and other, subject and object"
> (p.2).(B. Babcock. 1980. "Reflexivity: definitions and discriminations"
> in Semiotica. Vol. 30/1-2:1-14).
> 2. Environmental afferentiation (P.K. Anokhin): " By environmental
> afferentiation we mean the sum total of all external influences upon the
> organism that, in conjunction with the initial motivation, provide the
> organism with the most complete information for selecting the act most
> appropriate to the motivation present at the moment. The physiological
> role and behavioral significance of environmental afferentation are
> that, because of its relatively constant nature, it creates an
> extremely...integrated system of excitations in the central nervous
> system, a kind of neural model of the environment" (p.25). (Anokhin
> quoted in A.A. Leontiev 1973. "Some problems in learning Russian as a
> foreign language (essays on psycholinguistics)". Special issue of Soviet
> Psychology. Vol. XI/4:1-103).
> 3. Prolepsis: "when Rommetveit (1974) proposed the notion of prolepsis,
> he was thinking of a speaker who gives the hearer clues for the
> enlargement of common ground without spelling out every detail.
> Proleptic discourse therefore is aware of gaps in understanding and
> invites the less-competent into sharing with the more competent. Whereas
> ellipsis can be dismissive (or at best indifferent), prolepsis is always
> invitational and generous" (p. 182) (Leo van Lier, 1996. Interaction in
> the language curriculum: awareness, autonomy & authenticity. London:
> Longman). This description can be completed with the understanding Mike
> Cole gives to prolepsis, using the example of the child coming into the
> world, and how the child is received--via spoken communication from its
> parents or caregivers; as well, these examples fit very well with
> legitimate peripheral participation. Perhaps all of this could also fit
> into the Vygotskian understanding of "image". Most classroom situtations
> where students and teachers attempt to activate these concepts,
> including previous experience of the learner, would surely be viewed by
> most authorities as revolutionary, and perhaps threatening. Teaching
> students the understanding of personal "prospectivity" (future,
> forward-direction of agent)should be what the ZPD (or ZPA-- Zone of
> Proximal Adjusting--Tim Murhpy) is all about. Within postmodernist
> society, where most everyone attempts to complete two or three things at
> the same time, it would be wonderful to recapture the essence of
> recursivity/reflexivity, prolepsis/prospectivity (together with
> retrospectivity, * Edward Reed. 1996. Encountering the world: toward an
> ecological psychology. New York-Oxford: Oxford University Press) within
> the ZPD-ZPA, and turn that metaphor into a revolutionary tool within
> education. Perhaps a convergence of Freire and Vygotsky. Best regards,
> Dot Robbins
>
-------------
Eugene Matusov
Willard Hall#206G
Department of Educational Studies
University of Delaware
Newark, DE 19716
Office: 302-831-1266
Fax: 302-831-4445
email: ematusov who-is-at udel.edu
website: http://www.ematusov.com
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