[Xmca-l] Re: Messages on XMCA

[mike cole <lchcmike@gmail.com>]

How did the GREAT HACKER know that xmca-ites are hooked on threes?
Wonder where that came from? Haydi seems to have the same problem, but
maybe not everyone?

As a reward, try out this quote from Dewey.

Next to deadness and dullness, formalism and routine,

our education is threatened with no greater evil than sentimentalism.

*—John Dewey*





On Sat, Oct 5, 2013 at 12:29 PM, Martin John Packer <mpacker@uniandes.edu.co
> wrote:

> How many xmca marriages do you have, Bruce? I'm not sure that's mediation:
> I think the word is polygamy. Maybe polygamediation.
>
> Martin
>
> On Oct 5, 2013, at 1:55 PM, Bruce Robinson <bruce@brucerob.eu> wrote:
>
> >
> >
> > mike cole <lchcmike@gmail.com> wrote:
> >> Mediation through artifacts is wonderfully illustrated
> >
> > ...by the fact th at all my xmca marriages are arriving in triplicate.
> >
> > Bruce Robinson
> >
> > in the article,
> >> "Sound of the violin" by Ernst Boesch which can be found on the lchc
> >> website in the old newsletter.
> >>
> >> In the article by Peg Griffin and myself, this one at my web page on
> >> the lchc.ucsd.edu site, called "Current activity for the future" we
> >> have
> >> an example of a kid whose activity is being mediated, among other
> >> things,
> >> by a computer game and micro world, and another case of
> >> kids engaged in a form of work activity. Also relevant to discussions
> >> of "scaffolding versus zopeds", but just the examples cut out from the
> >> heavier theoretical stuff may suffice.
> >>
> >> For practical activity AND mediation there are some fine articles by
> >> Geoff Saxe on money and trade using different counting systems,
> >> different
> >> modes of representing numbers using artifacts that change
> >> historically, and even some intergenerational developmental patterns.
> >>
> >> For play, my favorite example is Chapter 26 from Vivian Paley's book,
> >> *Boys and Girls*, all of which I find wonderful.
> >>
> >> David Lancy has a text full of examples from other cultures called
> >> something like "the anthropology of learning."
> >>
> >> Always fun to teach human development classes if the circumstances are
> >> not
> >> too miserable!
> >> mike
> >>
> >>
> >> On Sat, Oct 5, 2013 at 10:35 AM, Elizabeth Hadley Nickrenz <
> >> nickrenz@uchicago.edu> wrote:
> >>
> >>> Right now I am busiest with the start of my Introduction to Human
> >>> Development course, looking back on rough spots from last year and
> >> trying
> >>> to figure out how to fine-tune and improve them. Which reminds me, I
> >> had a
> >>> question I wanted to ask you all. Does anyone have any examples of
> >>> "mediation through artifacts" and/or  "practical activity" that they
> >> have
> >>> found particularly helpful in illustrating these concepts for
> >>> undergraduates?
> >>>
> >>> Best,
> >>>
> >>> Elizabeth Fein, Ph.D.
> >>> Department of Comparative Human Development
> >>> University of Chicago
> >>>
> >>>
> >>> ________________________________________
> >>> From: xmca-l-bounces@mailman.ucsd.edu
> >> [xmca-l-bounces@mailman.ucsd.edu]
> >>> on behalf of mike cole [lchcmike@gmail.com]
> >>> Sent: Thursday, October 03, 2013 4:01 PM
> >>> To: xmca-l@ucsd.edu; eXtended Mind, Culture,Activity
> >>> Cc: Bruce Jones
> >>> Subject: [Xmca-l]  Messages on XMCA
> >>>
> >>> Bruce is asking about absence of email on xmca. I have sent a couple
> >> of
> >>> message, but of course do not
> >>> see them except later on the accumulated list.
> >>>
> >>> What's new? There sure are a lot of you out there. Hit  reply and say
> >>> something about what you
> >>> are working on or wondering about.
> >>>
> >>> For example, I have been fussing over vocabulary confusions in a
> >> course
> >>> that I visit in Colorado taught by
> >>> Kris G.  Learning, development, practice, zoped, social situation of
> >>> development, context...... how are they related in Vygotky's theor??
> >> Simple
> >>> questions like that.
> >>>
> >>> And you??
> >>> mike
> >>>
> >
> > --
> > Sent from Kaiten Mail. Please excuse my brevity.
>
>
>
Status: O