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RE: [xmca] zpd additional comment
Thank you for your reply Michael. The zpd is one of the most unique and
hard to qualify concepts. Indeed I agree that Vygotsky did not want to
reduce people to their parts but rather take into account the entire
person, however, he does intimate that different aspects require further
attention than others. Much of his theorizing about the zpd was done
based on the blocks. Solving the blocks presents a goal oriented
activity. Some are quick to solve the blocks (interpreted as having a
large zpd) while others take more time and require more assistance
(interpreted as having a more narrow zpd); perhaps? I am willing to
accept that I am incorrect on this.
For a specific example lets pick the WHO as being an 18 year old
functional illiterate who becomes serious about wanting to read. Providing
numerous hours of tutoring ends in the student still at the picture stage
of instruction. Is there a unit of analysis for this specific example?
eric
"michael" <mglevykh@telus.net>
Sent by: xmca-bounces@weber.ucsd.edu
06/04/2009 02:02 PM
Please respond to "eXtended Mind, Culture, Activity"
To: "'eXtended Mind, Culture, Activity'" <xmca@weber.ucsd.edu>
cc:
Subject: RE: [xmca] zpd additional comment
Hello Eric,
Before choosing a specific unit of analysis (which resembles
operationalization, or defining the way how a specific concept can be
observed and measured, which in itself is a reduction since, as Vygotsky
points out, many features of cultural development are not directly
observable), it might be useful to know what (or, in the case of zpd, WHO)
exactly is being analyzed and on what theoretical foundations
(philosophical, psycho-educational, historical, socio-cultural, and even
mundane) these analyses are grounded.
Claiming that ZPD develops the whole child, on the one hand, and choosing
a
mere approximation, a measurable unit of analysis that does not quite
address its dynamic and holistic features within and of the dialectical
paradigm, on the other hand, is irresponsible and, in my opinion, is a
complete disregard for the very "Vygotsky" he (Chaiklin, 2003) is trying
to
"authenticate."
There is something more to Vygotsky's intended notion of the ZPD (like the
physical, spiritual, aesthetic, and ethical - things that go beyond the
stage of "ethical obedience" -- aspects of the child's personality) and
its
usage than what is made explicit in his writing. It is possible that
Vygotsky was willing to articulate practical and theoretical matters
related
to the ZPD in the absence of precise entailments and relations to "other
aspects of the child's personality" because, although he did not have a
chance to do so, he intended to provide a much more detailed account on
the
ZPD at a later time. Unfortunately, unless and until all the other aspects
of the child's personality (and whether they are specifically addressed by
the ZPD) are made clear, the claim that the ZPD (as interpreted by
Chaiklin,
2003) addresses the whole child would appear to be unconvincing.
Michael G. Levykh, Ph.D.
-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of ERIC.RAMBERG@spps.org
Sent: Thursday, June 04, 2009 6:43 AM
To: eXtended Mind, Culture, Activity
Subject: RE: [xmca] zpd additional comment
Hello Michael:
What are your thoughts on the actual unit being analysed? Like to know
your thoughts on this.
eric
"michael" <mglevykh@telus.net>
Sent by: xmca-bounces@weber.ucsd.edu
06/03/2009 09:00 PM
Please respond to "eXtended Mind, Culture, Activity"
To: "'eXtended Mind, Culture, Activity'" <xmca@weber.ucsd.edu>
cc:
Subject: RE: [xmca] zpd additional comment
Dear Ulvi and All (interested in ZPD),
While I agree that Chaiklin is "dead on in his analysis on [Vygotsky's]
ZPD," his analysis, in my humble opinion, is NOT "ALIVE" either. There is
a
clear discrepancy in Chaiklin's (2003) interpretation of the ZPD. While he
asserts that "the main features of the analysis of zone of proximal
development [concern the] whole child" (p. 50), his account of the whole
child does not include explicit consideration of emotion. Yet, for
Vygotsky,
affect is the beginning and the end of the child's entire psychological
development. Quoting Pistrak (reference unknown), Vygotsky (2004) stated
that "The convictions that we may inculcate in school through knowledge,
only grow roots in the child's psyche when these convictions are
reinforced
emotionally" (p. 55). Surely, when dealing with the development of the
whole child, it is of paramount importance (according to Vygotsky) not to
separate intellectual from emotional features of the child's development.
Michael G. Levykh, Ph.D.
-----Original Message-----
From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
Behalf Of ulvi icil
Sent: Sunday, May 31, 2009 12:13 PM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] zpd
Many thanks
On 29/05/2009, ERIC.RAMBERG@spps.org <ERIC.RAMBERG@spps.org> wrote:
>
> Ulvi:
>
> here is a link to a comprehesive analysis of this concept:
>
> http://lchc.ucsd.edu/MCA/ZOPEDS/Chailklin.pdf
>
> Seth Chaiklin I believe is dead on in his analysis.
>
> eric
> _______________________________________________
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
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