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These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving. Content on this site may not meet current digital accessibility standards. If you require an alternative, accessible format of any information found on this site, please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Mike, The folks I was just with in Brazil focus a lot on second language learning and they are good! Not sure what there is to read in English but perhaps Fernanda and/or Cecilia will take me up on this invitation! Lois Don't forget to check out the latest at http://loisholzman.org Lois Holzman, Ph.D. Director, East Side Institute for Group and Short Term Psychotherapy 920 Broadway, 14th floor New York NY 10010 Chair, Global Outreach for UX (www.allstars.org/ux) tel. 212.941.8906 ext. 324 fax 718.797.3966 lholzman@eastsideinstitute.org www.eastsideinstitute.org www.performingtheworld.org loisholzman.org www.allstars.org On Nov 22, 2010, at 7:03 PM, mike cole wrote: > I was struck by the definition of education that P&L offer from LSV's essay > on the instrumental method (I am guessing a pre-1930 document, but i have > not checked). Anyway, it is introduced with the idea that for LSV > "educational development is 'artificial' ": > > Education my be defined as the artificial development of the child. > Education is the artificial mastery of natural processes of development. > Education not only influences certain processes of development, but > restructions all functions of behavior in a most essential manner." > > A few things perplexed me in reading this. First, it seems that the some > phrase such as "mediation through artifacts" might help in this case > (although i can get off on the idea that of educational development being > artificial development!). More importantly, it seems to me that the term > translated here as Education (hmmm, what was it in Russian?) has to be a > whole lot broader than formal education mediated by written language (or > neat films!), which is the topic here. This way of defining things seems to > underplay what is instructive about formal schooling (and learning a new > language in school, not in bed, which is where Pushkin advised doing one's > second and later language learnings!). > > The tremendous challenge in acquiring L2 in school is a byproduct of the > particular forms of education and the 30: 1 ratio problem that is raised in > the paper. The methods illustrated in this paper and in this issue of MCA > altogether seem to speak to both these issues. > > mike > > PS-- gotta see that computer program that provides flexible support, or some > degree of flexible support, for Lw2 teaching and evaluation! > __________________________________________ > _____ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca