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Helpful article, worth reading in full. For now, here are four excerpts from “Cultural-Historical Theory and the Dialectics of Lower and Higher Psychological Functions" by Nikolai Veresov (2021)
(If I sound a little off, well a. i. have a little . . . cold ; ) -
with Francine Smolucha, Vygotskian translator, researcher, & teacher (Initially posted Nov 17, 2022)
Full chat: http://tiny.cc/6g65vz
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Fehlende Folgen?
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A few more considerations and ideas for reading fictional literature and "fictional reality”: texts as intentional acts; texts as a 'turn' in an ongoing cultural conversation; and threshold concepts.
This excerpt is from "Thinking and Feeling Our Way Through Fake News" with Michael W. Smith http://tiny.cc/m1v1vz
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A few more tools for reading fictional literature and "fictional reality”: Impression management, narrator reliability, and a transferable question set that can be carried wherever one goes.
This excerpt is from "Thinking and Feeling Our Way Through Fake News" with Michael W. Smith http://tiny.cc/m1v1vz -
Readers of literature tend to have rich imaginations which can sometimes be a barrier to parsing information in the world. On the other hand, literary skills can be great armor in the battle against information pollution. Here are a few tools.
This excerpt is from "Thinking and Feeling Our Way Through Fake News" with Michael W. Smith http://tiny.cc/m1v1vz
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Francine Smolucha has been translating, teaching, and researching Vygotsky since the 1980s. Along with an interesting personal history, we get a great look at creativity’s line of development from infancy through fully-realized adulthood.
Highlights include:
0:48 - Francine’s interesting backstory
5:00 - Can people consciously direct their imaginative thinking?
10:38 - Visual isomorphism is useful - and fun!
18:00 - Why do creativity exercises?
24:06 - Artists and intuition
27:50 - Do children have innate creative imaginations?
36:48 - Vygotsky on the role of play in development (pretend play and object substitution)
42:48 - How (and when) do higher mental functions and psychological systems interact?
46:50 - Vygotsky and neuroscience
51:20 - What comes first: brain or concept (or function) development?
56:34 - What does “word meaning develops” mean?
1:05:38 - Development of concepts vs. that of word meaning
1:09:56 - Vygotsky’s idea of a fully developed adult
1:17:00 - Pros and cons of scientific concepts (and “restrictive frames”)
1:22:45 - Frame flexibility and being different
1:24:35 - Francine’s role in the Vygotskysphere
1:29:05 - Vygotsky as film character and as role model
1:32:50 - The role of conflict resolution and perseverance in Francine’s own development
1:45:03 - Ideas for everybody
1:52:15 - Some ideas for maintaining creative development through adolescence
1:59:26 - Honoring everyday creativity : )
Links & References:
"Vygotsky’s theory in-play: early childhood education" - http://tiny.cc/m321vz
"Why Man Creates" - http://tiny.cc/n321vz
"An interesting assignment" - http://tiny.cc/p321vz
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This discussion is about developing better filters for processing information in a messy world. Literacy and teaching expert Michael W. Smith helps us strengthen our mindset and skillset for navigating fake news. We also discuss great teaching concepts that work well in the classroom and the public sphere. For busy teachers, Smith offers efficient ways of using one's existing practice to help students identify and interrogate information pollution.
Highlights include:
0:46 - A quick review of key concepts and ideas from our first chat (http://tiny.cc/u3r0vz)
1:52 - An overview of Michael's new book, "Fighting Fake News"
3:02 - How can busy teachers incorporate 'fake news defense' into their existing instruction?
5:24 - The importance of 'reading ourselves' and owning our own role in the pollution process
6:24 - As a concept and as reality, what is fake news?
8:55 - Literacy-wise, can skills and strategies transfer from 'fictional' to 'fake' texts?
10:13 - The crucial role of TRANSFER in learning (and in Michael's career path)
14:25 - Making opaque 'insider strategies' more explicit (and helping student do the same)
18:22 - Working backwards from enjoyable, engaging activity to formal articulation
22:10 - Applying characterization, unreliable narrator, and "rules of notice" strategies to fake news
27:00 - How is the maker(s) of this text moving my attention around, and how do I feel about that?
32:52 - Applying the 'persuasion filter' without excessive cynicism
34:34 - Reading laterally (recognizing texts as part of an ongoing cultural conversation)
36:29 - Is knowing thyself a threshold concept in the realm of fake news?
37:58 - In the world, evidence is disputed -- so "what would create a safe starting point?"
41:30 - Is reliable sensemaking possible for individuals? Mindset + skillset helps - or can help.
47:38 - Creating contexts that lend themselves to lateral reading and social trust
52:22 - Speed round: Transfer
54:22 - Speed round: Texts are intentional acts
55:39 - Speed round: Texts as a turn in an ongoing cultural conversation
56:44 - Speed round: Threshold concepts
References & Resources:
"Fighting Fake News: Teaching Students to Identify & Interrogate Information Pollution" - https://bit.ly/3tfsUQO
Michael's books - https://amzn.to/3tcj6qz and https://bit.ly/3NRI48h
"How to Mislead with Facts" - https://bit.ly/3huUWoY
"Algorithmic Media for Good" - https://bit.ly/3EgFoOv
Twitter Birdwatch - https://tcrn.ch/3UI1bUH
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David Kellogg discusses key challenges to talking about Vygotsky in public-friendly ways (main reason: it's hard, for teachers and learners). Storytelling, he says, can create helpful meeting points between concrete and abstract ideas, provided the stories aren't too misleading. After discussing various difficulties, David offers two stories as a means of explaining Vygotsky's main project. Highlights include:
0:42 - some points of embarrassment
2:34 - barriers to making Vygotsky accessible to non-experts
5:00 - learning & teaching (via Walter Benjamin)
7:48 - esoteric and exoteric knowledge, differences and links
13:03 - more barriers to linking the esoteric and exoteric (maybe)
18:03 - the main reason: teaching is hard (and so is learning)
20:00 - stories as meeting-point between the concrete and abstract (including misleading ones)
25:00 - family stuff: a talented and smart bunch
27:49 - a better way to tell stories (i.e., metaphors) about our brains & development
29:47 - the spinal cord story (Master story 1, with its four levels)
35:36 - the human development/Vygotsky story (Master story 2, with its four stages)
44:00 - Vygotsky said THAT these two kinds of stories are distinct yet LINKED (a mega story, a meta story, a story of stories)
45:35 - Halladay helps to show HOW the two big stories are linked: expansion and projection
50:10 - an illustration, at the language level (using transitions - elaboration, extension, and enhancement)
1:00:29 - neoformations and disrupted lines of development (a follow-up)
1:07:34 - helpful perspectives for parents
1:13:38 - other lines of development
1:17:07 - development crises vs. mental illness (i.e., a crisis that doesn't culminate)
References:
ResearchGate: David Kellogg - http://tiny.cc/dog0vz
"How to Grow My Brain" (Khan Academy) - http://tiny.cc/48b0vz
"Angelus Novus" (Klee) - https://magazine.artland.com/stories-of-iconic-artworks-paul-klees-angelus-novus/
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This message welcomes you and explains the large quantity of older episodes that I've re-posted at the top of this podcast. Vygotsky was a fascinating individual, and if you poke around a bit, I think you'll find some of the info interesting and useful.
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(Initially posted December 2, 2020) Nikolai Veresov helps to distinguish cultural-historical activity theory (CHAT) and cultural-historical theory (CHT).
Highlights include:
0:35 - What is CHAT? (Ant's confession)
1:58 - Nikolai's preference for clarification over comparison
3:39 - Veresov (2020): Two theories with many strengths
5:51 - Nikolai's appreciation and respect for CHAT
7:27 - Nikolai's concerns about CHAT
8:36 - Historical background of CHT, Activity Theory, and CHAT
15:24 - Why is this important?
19:17 - Is Nikolai alone here?
23:18 - Three coexisting theories
25:55 - Specific features of CHT and of CHAT
32:20 - Is CHAT more about systems while CHT is about individuals?
34:45 - Personality, transformation, and metamorphosis (CHAT and CHT)
38:31 - Is there a metamorphosis dynamic in CHAT?
40:44 - The concept of contradiction in CHT and in CHAT
43:41 - An example of dialectical unity (life and birth and death)
48:52 - Vygotskian application of dialectical unity (not subject-object but individual-social)
54:12 - Example: development of HPF or cultural forms of behavior?
59:36 - Mediation in CHAT and in CHT
1:04:11 - Can tools ever have more agency than individuals?
1:09:50 - Should perezhivanie make an appearance in CHAT?
1:16:49 - Is CHAT concerned with cultural or social *development*?
1:19:28 - Where is Vygotsky in CHAT?
1:21:32 - Can developmental CHT principles map onto CHAT-esque domains?
1:25:13 - Nikolai's objection Veresov (2020)
"Identity as a sociocultural phenomenon: the dialectics of belonging, being and becoming" is here: http://tiny.cc/pty5tz
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(Initially posted November 1, 2020) Important questions. Interesting answers. Excerpts from Andy Blunden, Huw Lloyd, Peter Smagorinsky, David Kellogg, and Nikolai Veresov provide a great start to a rich conversation...
Sources for all clips are available here: http://tiny.cc/led1tz
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(Originally posted Dec 22, 2021) Holbrook Mahn illustrates some question prompts and the thinking behind them.
These ideas come from his "Academic Literacy for All (ALA) Protocol."
The full chat is here: http://tiny.cc/q5umuz
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(Initially posted April 21, 2021) Nikolai Veresov discusses the under-reported "most important difference" between Piaget and Vygotsky, who had much in common, including a general approach to solving the "crisis in psychology."
Excerpted from a private conversation (and used with permission).
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(Originally posted Aug 12, 2020) This brief clip raises a number of questions, including:
where are 'the buds'? - what are the qualitative reorganizations here? why are the buds (e.g., of volition) not yet present for the 3 year-olds, present for the 5 year-olds, and already flowered for the 8 year-olds? (ages are approximate, I know) how temporary is the 5 year-olds' improved volition? does it wear off? is it now 'activated' for good? - for the 8 year-olds, is volition developed for tasks such as standing still but still in 'bud' stage for more demanding acts of will?
Original source: "Mike Cole on ZOPED" http://tiny.cc/jtivpz
More here: "Vygotsky and Context: Toward a Resolution of Theoretical Disputes" http://tiny.cc/yv6upz
(This short excerpt was published on May 28, 2020 at http://tiny.cc/vr3nsz)
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(Originally posted Sept 25, 2021) Nikolai Veresov, with contributions from David Kellogg, demonstrates how Vygotsky's cultural-historical theory is built as a system of concepts. To best understand (and use) one concept, it's important to understand its place and role in the theory, along with its relationships to other concepts and important ideas.
1:33 - ZPD 2:27 - ZPD + motivation
3:55 - ZPD + motivation + drama & emotion
5:16 - ZPD + motivation + drama & emotion + whole person
6:22 - ZPD + motivation + drama & emotion + whole person + perezhivanie
10:13 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development
11:38 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + General Genetic Law
12:26 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts
13:02 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions
16:26 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools
18:41 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition
23:55 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition + refraction
26:59 - ZPD + motivation + drama & emotion + whole person + perezhivanie + development + GGL + spontaneous & scientific concepts + hidden dimensions + signs & tools + metacognition + refraction + social situation of development
28:19 - Cultural-historical theory as a system of concepts
Original source: http://tiny.cc/dvjjuz "Asia-Pacific Sociocultural, Cultural-historical & Activity Theory Summer School, January 2021"
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(Initially posted May 27, 2021) While there are many pathways into Vygotsky's work, this approach, so far, has been the most sensible for a slow learner like me -- even if it's misguided and even if I'm still years away from synthesizing a lasting and holistic understanding.
Full chat: http://tiny.cc/16xxtz
Highly relatable: "People develop concepts in what Vygotsky calls a 'twisting path' that does not proceed in a neat, linear fashion. Rather, one's route toward the development of a concept becomes detoured, rerouted, and otherwise thrown off course as new examples are considered for inclusion within the concept, and as one generates sufficiently extensive related knowledge to make consistent judgments." Smagorinsky (2012) Vygotsky and Literacy Research: A Methodological Framework
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(Originally posted April 21, 2021) Nikolai Veresov explains how Vygotsky's cultural-historical theory was built as a system of concepts. Veresov then demonstrates how a CHT concept can be analyzed and applied as a theoretical tool.
0:03 - Analysis vs. Interpretation (and why the difference matters)
1:14 - Two questions for understanding the content of CHT concepts
2:19 - The importance of these two questions
3:21 - EXAMPLE: the interaction between ideal and present forms (Question 1)
5:17 - EXAMPLE: the interaction between ideal and present forms (Question 2)
*Excerpted from a private conversation (used with permission). Initially published April 21, 2021.
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(Initially posted December 3, 2020) Nikolai Veresov discusses specific features of cultural-historical theory (CHT), cultural-historical activity theory (CHAT), and also activity theory (AT).
Full video: http://tiny.cc/s316tz
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(First posted May 21, 2021) David Kellogg notes the benefits and limitations of conceptualizing neoformations as thread and as pattern.
Full chat: http://tiny.cc/16xxtz
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(Originally posted October 12, 2020) Nikolai Veresov looks to the concept of perezhivanie to answer the question.
The full lecture, "Demystifying Perezhivanie: understanding development in the cultural-historical framework," is here: http://tiny.cc/87ezsz
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