[xmca] Classrooms and learning

From: Leif Strandberg (leifstrandberg.ab@telia.com)
Date: Sun Mar 19 2006 - 02:05:29 PST

In my country we have had public schools for about 160 years - not
6.000 years ("The 30:1 transmission classroom template has been there
for about 6000 year by my rough calculation", sa Mike wrote)

When public schools staretd 1842 in Sweden the reading ability among
the people went down (sic!). Schooling is not equivalent with learning,
and during our long period of walking (and talking)here on earth human
beings have created many forms of learning. The classroon template is
only one.

We must remember that LSV wrote about adult guidance AND support from

Successful children already use joint activity (together with adults
(teachers and parents) and peers) Every child must learn from the
learning strategy of their successful peers. To me the very simple
request ; "Go and ask how they are doing - ask them for help" is too
seldom asked. And the likewisely very simple pedagocial request: "Do it
together!" is too seldom put to all children. Some children know and
understand that they shall/can(are allowed to ask for help among their
peers - and they become successful - every child must learn how to do
that - it is very simply. And cheap! Cheaper than sepecial ed!


And "his [her] development" is always related to relations - read what
LSV writes in Mind in Society (p 89) about retarded children - they
will not achieve abstract thought "when left to themselves". Okay, we
can perform "a head taller" (perhaps not two heads - I don't know) -but
to me the very meaning of what LSV taught us was the fact that we
always perform and growTOGETHER,


2006-03-18 kl. 21.16 skrev Mike Cole:

> Sure Lois, take us along this path because it seems to me one of the
> important ways to go, if not the
> only way. But 31 potential contributors are likely be brownian motion
> that
> get the teacher fired if they
> are not organized in some way(s). What ways? Which will work in what
> insitutions?
> We can, and should, argue that it is a great way to create
> power.knowledgedifferentials and stunt development.
> But we also have to provide alternatives that work and then
> alternatives
> that work in publically viable settings.....
> like ps2 or whatever in NYC or most any school in San Diego.
> I just left a setting in the community where kids between the ages of
> 2 and
> 15 and undergrads and a couple of
> community adults and three visitors from Japan and a couple of others
> who
> think of themselves as associated
> with UCSD were busy co-creating development. Existence proofs are
> important.
> Spreading that "virus" seems
> equally important.
> Andalee!
> mike
> On 3/18/06, Lois Holzman <lholzman@eastsideinstitute.org> wrote:
>> What if the teacher is not working one on thirty, though? There are,
>> after
>> all, 31 zoped creators in this situation, 31 contributors to creating
>> an
>> environment in which the teacher (along with others) can facilitate
>> everyone's learning. Can we see the teacher's work as supporting that
>> activity?
>> Lois
>>> From: "Mike Cole" <lchcmike@gmail.com>
>>> Reply-To: mcole@weber.ucsd.edu, "eXtended Mind, Culture, Activity"
>>> <xmca@weber.ucsd.edu>
>>> Date: Sat, 18 Mar 2006 08:45:20 -0800
>>> To: bb <xmca-whoever@comcast.net>
>>> Cc: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
>>> Subject: Re: [xmca] chat analysis of ritual
>>> The whole issue of how a teacher working one on thirty can create
>> anything
>>> approximating a zoped
>>> is worth a lot of discussion.
>>> mike
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