Re: [xmca] zpd zbr zedpd and zoped

[David Atencio <atencio1@unm.edu>]

Thanks "Zo" for another great entry into third space!
David Atencio
On Nov 13, 2010, at 7:06 AM, mike cole wrote:

> Armando.
> It seems to me that people can use any term they like in seeking to index
> the processes they believe
> to be indicated by Vygotsky. Proximal in English refers to both time and
> space. In Spanish also, I believe as in:
> Hasta la semaina *proxima.*
> 
> I was simply providing an explanation for my coinage.
> 
> mike
> On Sat, Nov 13, 2010 at 4:52 AM, Armando Perez Yera <armandop@uclv.edu.cu>wrote:
> 
>> Mike:
>> Why we do not work ZPD as zone of potencial development. ZPD as zone of
>> proximal development taste as space dimension, Potencial development taste
>> as time. Also Zone of colective potencial development taste as SSD (Social
>> situation of development) And nbot anly as cognitive proce3ss but as process
>> of development of pertsonality.
>> Only some ideas.
>> Armando
>> 
>> ________________________________________
>> From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On Behalf
>> Of mike cole [lchcmike@gmail.com]
>> Sent: Friday, November 12, 2010 8:23 PM
>> To: eXtended Mind, Culture,Activity
>> Subject: [xmca] zpd zbr zedpd and zoped
>> 
>> I am answering David's question about "why zoped." I did not include it in
>> my talk because I am uncertain of the audience's national
>> backgrounds and was assuming "mixed but mostly Russian speakers". The talk
>> was supposed to be about 20 minutes long and I was
>> uncertain of the time. And I was also mindful of the fact that on Tuesday
>> following its showing at the Vygotsky readings, I will be discussing the
>> issues raised, and whatever people feel like talk about via skype,
>> sooooooo.
>> 
>> As many know, when i organize obrazovanie, I like to mix serious stuff with
>> play. Also, I have a long term interest in the the enculturation
>> practices and processes of peoples for whom literacy has not been a central
>> part of enculturation until, perhaps, recent times. And, I enjoy
>> participating in the forms of activity that emerge when zopeds are created
>> as a part of our research and educational practices.
>> 
>> With that context (add or subtract to taste) the notion of a zoped came
>> from
>> two sources. First of all, it IS easier to say! :-)
>> Secondly, it involves forms of pedagogy -- arranging for the young to
>> acquire valued skills, knowledge, belief, behaviors, etc --
>> Third, when it works, it seems like "something happened," a qualitative
>> field that sometimes can be like flow, sometimes can be
>> triggered by timely juxtapositions, montage-like. And it seems to lead to a
>> more inclusive, more integrated way of relating to the world at least
>> in that setting. Whatever this "something" is, it has a magical quality to
>> it.
>> 
>> In Liberia when and where I pretended to work once upon a time the most
>> respected, revered, and feared members of the community were
>> shamen, a concept referred to in Liberia at the time (across language
>> groups, so far as I could tell) as a Zo, what popular culture refers to
>> as "witch doctors." They were THE teachers. But they worked through magic.
>> 
>> That about sums up my idea of the zone of proximal development. It requires
>> sage pedagogy and a touch of magic. When those are combined,
>> they, of course, constitute a zo-ped.
>> 
>> I personally recommend spending time in such third spaces. :-))
>> mike
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>> Universidad Central "Marta Abreu" de Las Villas. http://www.uclv.edu.cu
>> 
>> Universidad Central "Marta Abreu" de Las Villas. http://www.uclv.edu.cu
>> 
>> 
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David J. Atencio, Ph. D.
Associate Professor, 
Department of Individual, Family,
 & Community  Education
Program Coordinator, Early Childhood
Multicultural Education Program
College of Education MS 05-3040
1 University of New Mexico 
Albuquerque, NM 87131
(505) 277-3757
atencio1@unm.edu




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