in 1987 i was just beginning teaching with a class of kindergarten, first
and second graders - the idea was that a child would be with me for
three years. i had already been teaching for sixteen years and had
enjoyed working with multi-age classrooms where i could be with students
and their parents for a period of time more extended than one year.
i was doing a lot of reading on early childhood education and best
developmental practices for young children, and it was there that i
continually ran into references to Vygotsky - especially in writings
from England and Australia. At one early childhood education conference
one presenter, flanked on both sides by all of her doctoral committee
members, presented on her research in which she had used the zone of
proximal development as some sort of difference that made a difference.
the room was packed with people. i didn't understand a word the presenter
spoke about but i wondered what i didn't understand, and so began to read
him.
and now, i still am wondering .......
phillip
* * * * * * * *
* *
The English noun "identity" comes, ultimately, from the
Latin adverb "identidem", which means "repeatedly."
The Latin has exactly the same rhythm as the English,
buh-BUM-buh-BUM - a simple iamb, repeated; and
"identidem" is, in fact, nothing more than a
reduplication of the word "idem", "the same":
"idem(et)idem". "Same(and) same". The same,
repeated. It is a word that does exactly what
it means.
from "The Elusive Embrace" by Daniel
Mendelsohn.
phillip white
third grade teacher
doctoral student http://ceo.cudenver.edu/~hacms_lab/index.htm
scrambling a dissertation
denver, colorado
phillip_white@ceo.cudenver.edu
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