Thanks for asking, Mike.
I have to read Seth's article and your examples, including Franklin's play.
Have been dealing with hip replacement surgery (partner's) and broken
implants (mine) and work-related events til now. I think I can carve out
time to be thoughtful in my response in a day or so.
Right now, I'll just say that how I understand learning leading development
is actually as a way to get past either/or. In Lev Vygotsky: Revolutionary
Scientist (1993) Newman and I ask what Vygotsky could have meant by learning
leading development. It seems doubtful that he meant leads to express a
temporal or linear 'in advance of' given the totality of his work in which
dialectical unity is central. So we decide/interpret/conclude that he means
to give expression to the dialectical unity of learning-leading-development
in which one is not the cause but the historical bicondition for the other,
not unlike his search for method being simultaneously tool-and-result, and
not unlike his understanding of thought being completed in the word. So the
unity relationship of learning and development can be seen as also one of
completion in this sense‹learning completes development while development
completes learning, though they do not complete each other in the same way.
Again, I'll return to this with more thought soon.
Lois
> From: "Mike Cole" <lchcmike@gmail.com>
> Reply-To: mcole@weber.ucsd.edu, "eXtended Mind, Culture, Activity"
> <xmca@weber.ucsd.edu>
> Date: Sat, 3 Jun 2006 16:31:33 -0700
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Subject: Re: [xmca] 2007 AERA Proposal Submission System is open :)
>
> How would you apply the idea of looking at learning and development as a
> dialectical
> whole to the case of Franklin's play, Lois? And to Vygotsky's ideas of the
> relation between
> learning and development? Sounds like a very promising way to get past
> either/or but I am
> not sure if it gets past learning leads development. Perhaps if that latter
> phrase were re-
> formulated as "learning can, under properly organized conditions, lead
> development" a
> dialect could be formulated?
>
> As a not-fully-recovered S-R psychologist where all I have learned, which
> Dewey tried to teach
> me half a century before I was born, is that R leads S, so how can S lead R.
> Kinda like "in the
> beginning is the deed."
>
> Still, learning and development can be a puzzler.
> What's a prime example for your way of approaching the issue?
> mike
>
> On 6/3/06, Lois Holzman <lholzman@eastsideinstitute.org> wrote:
>>
>> I am also. May I suggest that something we offer to the AERA community is
>> looking at learning and development as a dialectical whole? I'm happy to
>> work with some others on developing something to propose.
>> Lois
>>
>>> From: Ana Marjanovic-Shane <ana@zmajcenter.org>
>>> Reply-To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>>> Date: Sat, 03 Jun 2006 12:25:47 -0400
>>> To: mcole@weber.ucsd.edu, "eXtended Mind, Culture, Activity"
>>> <xmca@weber.ucsd.edu>
>>> Subject: Re: [xmca] 2007 AERA Proposal Submission System is open :)
>>>
>>> That is a must! I am up to that seminar, who else is?
>>> Ana
>>>
>>> Mike Cole wrote:
>>>> It seems that the topic of the relation of learning to development chat
>>>> theories is a likely seminar
>>>> topic.
>>>>
>>>> Whose ;up for that?
>>>> mike
>>>>
>>>> On 6/2/06, Jennifer Vadeboncoeur <vadebonc@interchange.ubc.ca> wrote:
>>>>>
>>>>>
>>>>> Dear Cultural-Historical SIG Folks,
>>>>>
>>>>> We've just been told that the 2007 AERA Annual Convention All
>>>>> Academic Submission System is open for proposal submission as of June
>>>>> 2, 2006. We welcome your proposals!
>>>>>
>>>>> The theme of the 2007 AERA Annual Convention is "The World of
>>>>> Educational Quality." Following Eva Baker and Daniel Koretz,
>>>>> President and Program Committee Chair of AERA, the "theme highlights
>>>>> the importance of attending to educational systems and education
>>>>> research outside the United States. There are efforts around the
>>>>> globe, in both developed and developing nations, to reform
>>>>> educational systems, improve equity of access and opportunity, and
>>>>> strengthen student learning." The themes of "world" and "quality"
>>>>> can also be interpreted more broadly, to include work that draws upon
>>>>> disciplines outside of education research, and work that addresses
>>>>> the quality of educational practice and research (see
>>>>> https://www.aera.net/annualmeeting/?id=1399).
>>>>>
>>>>> Our SIG has a lot to contribute to this convention theme, because the
>>>>> relation between culture and education is central to our work. This
>>>>> is an opportunity to show the broader AERA community the importance
>>>>> and relevance of cultural-historical research to pressing
>>>>> contemporary issues-such as globalization, international relations,
>>>>> and educational reform in social and cultural context. Research
>>>>> conducted internationally, or in diverse cultural communities, would
>>>>> be particularly well-suited to the conference theme.
>>>>>
>>>>> Last year, each SIG was assigned a number of sessions based on total
>>>>> membership. This year, the numbers and type of sessions each SIG
>>>>> gets is related, largely but not entirely, to the number of
>>>>> submissions that SIG receives. This means that WE NEED FOR YOU TO
>>>>> SUBMIT PROPOSALS TO OUR SIG! It also means that the odds of
>>>>> acceptance will remain roughly constant regardless of the number of
>>>>> submissions that we receive, unlike in previous years when each
>>>>> additional proposal had to compete for a fixed number of slots.
>>>>>
>>>>> Please read the AERA call for proposals at
>>>>> https://www.aera.net/AALogin.asp before preparing your proposal.
>>>>> This call describes the possible formats for sessions and for
>>>>> presentations.
>>>>>
>>>>> We'd also like to take this time to remind folks just how much we
>>>>> value and thrive on the basis of your other contributions. In
>>>>> particular, we need reviewers to volunteer VERY SOON. Please log in
>>>>> to the 2007 AERA Annual Convention Online System
>>>>> (https://www.aera.net/AALogin.asp). This is also the place to
>>>>> volunteer to be a discussant or chair.
>>>>>
>>>>> The Proposal Submission System will close on August 2, 2006.
>>>>>
>>>>> We look forward to seeing each of you at the 2007 AERA Annual
>>>>> Meeting, April 9-13 in Chicago, Illinois.
>>>>>
>>>>> All the best - Jennifer and Keith
>>>>>
>>>>> --
>>>>> ______________________________
>>>>>
>>>>> Dr. Jennifer A. Vadeboncoeur
>>>>> The University of British Columbia
>>>>> Faculty of Education
>>>>> 2125 Main Mall
>>>>> Library Block 272B
>>>>> Vancouver BC V6T-1Z4
>>>>>
>>>>> phone: 1.604.822.9099
>>>>> fax: 1.604.822.3302
>>>>>
>>>>> _______________________________________________
>>>>> xmca mailing list
>>>>> xmca@weber.ucsd.edu
>>>>> http://dss.ucsd.edu/mailman/listinfo/xmca
>>>>>
>>>> _______________________________________________
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>>>>
>>>>
>>>
>>> --
>>> ------------------------------------------------------------------------
>>> Ana Marjanovic'-Shane,Ph.D.
>>>
>>> 151 W. Tulpehocken St.
>>>
>>> Philadelphia, PA 19144
>>>
>>> Home office: (215) 843-2909
>>>
>>> Mobile: (267) 334-2905
>>>
>>> ana@zmajcenter.org <mailto:ana@zmajcenter.org>
>>>
>>> http://www.speakeasy.org/~anamshane <
>> http://www.speakeasy.org/%7Eanamshane>
>>>
>>>
>>>
>>> _______________________________________________
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>>
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