Re: [xmca] Vygotsky vs. Bakhtin (or, The Interpersonal Is Not the Sociocultural Redux)

[mike cole <lchcmike@gmail.com>]

Hi Ana-- As you have probably picked up by now, one person's complentarity
is another person's incompatibility. I use the ideas of both LSV and MMB
(How could anyone with a name like mike-son of mike be all bad?!). Eugene
Matusov's work creating out-of-school activities would certainly be
worthwhile
for you to check out (there is material of his on xmca and through his
website at U Deleware).
His design methodology is most heavily influenced by Bakhtin. More heavily
Vygotskian-inspired
work is available through work of Kris Guttierez, Yrjo Engestrom, LCHC, and
others. There is some relevant stuff at lchc.ucsd.edu. Check the website at
CRADLE (its this rocking outfit up north) for recent works in rural areas in
nonwestern countries.

mike


On Thu, Sep 23, 2010 at 3:18 PM, Ana Balboa-Guenthner <
anaguenthner@gmail.com> wrote:

> "I think we need to study and understand the "intersection" of the two
> aspects -because in real life they are inseparable". ~Ana
>
> I have been struggling between Vygotsky and Bakhtin. I am a mere novice and
> a perpetual lurker to this community and not brave enough to contribute my
> thoughts. I am not a Vygotsky nor a Bakhtin expert. I am comfortable
> looking
> at learning environments. I am not a psychologist. I am an educator.
>
> My research will take place in a rural setting in a nonwestern culture. The
> classroom setting is highly political and verbal mediation can be limited.
> Limited to what the "powers of be" want to hear or students may be subject
> to consequences that may affect their personal or family situation.
>
> So, how would one interpret authenticity in mediated action? I started
> thinking of Bakhtin's dialogicality and parody.  Could Vygotsky and Bakhtin
> be a yin and yang? An interconnectedness rather than in intersection?  ~Ana
> BG
>
>
> On Sun, Sep 5, 2010 at 8:42 PM, Ana Marjanovic-Shane <ana@zmajcenter.org
> >wrote:
>
> >
> >
> > I am not sure if they are horizontal or vertical or is it just the way we
> > study them -- but to understand development of any person and furthermore
> to
> > understand the implications and meaning of particular educational
> relations,
> > events and decisions -- I think we need to study and understand the
> > "intersection" of the two aspects -- because in real life they are
> > inseparable.
> >
> > I think that the epistemological orientation alone is not sufficient
> since
> > it is looking at more structural patterns of organization of thought and
> > more global patterns of organization of the relations (institutional,
> > agentive, division of labor, social conventions and rules) and provides a
> > view of the patterns only in a hindsight, i.e. when the patterns of
> social
> > development are finished developing, and not from the actual experiences,
> > relations and the life moments of the participants - as patterns of
> > development are themselves patterns-in-development.
> >
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