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The Sociohistorical Approach. Founder of the Approach L. S. VYGOTSKY 1896 – 1934 . Lev Semenovich Vygotsky. Vygotsky. QUESTION: WHAT SEPARATES US FROM OTHER ANIMALS?. Vygotsky. EPISTEMOLOGICAL AND OTHER DISTINCTIONS: kinds of spontaneous cultural
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The Sociohistorical Approach Founder of the Approach L. S. VYGOTSKY • 1896 – 1934
Vygotsky QUESTION: WHAT SEPARATES US FROM OTHER ANIMALS?
Vygotsky EPISTEMOLOGICAL AND OTHER DISTINCTIONS: kinds of spontaneous cultural knowledge commonsense societal natural sources of direct experience mediated knowledge immediate conscious no yes reflective direction bottom up top down of dev inductive deductive data driven theory driven
Vygotsky TEMPERATURE TASKS spontaneous cultural Are these data good for Vygotsky? Bad for Vygotsky? Neutral for Vygotsky?
WHAT DEVELOPS? INDIVIDUAL LEVEL WORD MEANINGS CULTURAL LEVEL WORLD VIEWS SPURRED ON BY TECHNOLOGICAL CHANGES (PRINTING MACHINE, COMPUTERS)
MECHANISMS OF DEVELOPMENT SOCIAL INTERACTION SMALL “S” CONVERSATIONS BETWEEN PEOPLE DISCOURSE ANALYSIS LARGE “S” SOCIETAL TECHNOLOGIES AS CONCEPTS CALENDAR AS AN EXAMPLE
Dan Sperber • Cultural Evolution and Epidemiology
COMPARISON OF ROLE OF SOCIAL INTERACTION: VYGOTSKY’S THEORY AND PIAGET’S PIAGET SOCIAL INTERACTION CAN PRODUCE DISEQUILIBRIUM PLACE OF CULTURE AND SOCIAL INTERACTION QUITE NEGLIGIBLE
VYGOTSKY • METAPHORS: ACQUISITION AND PARTICIPATION (SFARD) • VYGOTSKY IS PARTICIPATION • PIAGET IS ACQUISITION
VYGOTSKY ZONE OF PROXIMAL DEVELOPMENT SPATIAL METAPHOR DISTANCE BETWEEN ACTUAL AND POTENTIAL KNOWLEDGE X potential knowledge ZPD X potential ZPD X actual knowledge X actual Two children with the same actual knowledge travel different distances to their potential knowledge; therefore different ZPDs
VYGOTSKY • DYNAMIC ASSESSMENT • CONVENTIONAL: • TEACH – LEARN – TEST • VYGOTSKY: • TEST/TEACH/LEARN
VYGOTSKY • SCAFFOLDING • EXAMPLE: MY USING ADVANCED ORGANIZERS IN CLASS, SUCH AS THE DEEP STRUCTURE QUESTIONS AND MAP OF THE FIELD
VYGOTSKY • RELATIONS BETWEEN LEARNING AND DEVELOPMENT • FORMER GOES BEYOND LATTER • TEACHING WITH SCAFFOLDING CAUSES LEARNING • LEARNING GOES BEYOND POTENTIAL KNOWLEDGE, WHICH IS THE DEVELOPMENTAL LEVEL
COMPARING PIAGET AND VYGOTSKY • PIAGET CLAIMS THAT DEVELOPMENT SETS THE LIMITS ON LEARNING • VYGOTSKY CLAIMS THAT LEARNING GOES BEYOND DEVELOPMENT AND DRWS IT IN ITS WAKE
VYGOTSKY – TRUE CONCEPT • TRUE CONCEPT • CONCEPT THAT RESULTS FROM THE AMALGAM OF NATURAL AND SOCIETAL KNOWLEDGE • TRUE CONCEPTS • ENRICH SOCIETAL KNOWLEDGE BY GROUNDING IT IN DIRECT EXPERIENCE • ENRICH NATURAL KNOWLEDGE BY MAKING IT MORE GENERAL
TRUE CONCEPTS EXAMPLES: • CONFLICT – TEMPERATURE • ANALOGY - ARITHMETIC AVERAGE
DEVELOPMENTAL CONSTRAINTS • WHERE ARE THERE DEVELOPMENTAL CONSTRAINTS ON LEARNING? • CULTURAL/HISTORICAL CONSTRAINTS • Cultural periods in history (middle ages, enlightenment) had different worldviews than modern (post-industrial, information age) • INDIVIDUAL CONSTRAINTS • Vygotsky did not write about this very much
TOOLS • MATERIAL • mediate between subject and physical environment • PSYCHOLOGICAL • mediates between individual and himself and between individual and others
NOTATIONS AS TECHNOLOGIES • NOTATIONS AS TECHNOLOGIES (OLSON, FERREIRO, LEVIN, TOLCHINSKY-LANDSMANN, RAVID, TUFTE) • PURPOSE: FREEZE THE CHANGING WORLD
NOTATIONS • “USES”: • 1. CAN BE CARRIED FROM PLACE TO PLACE • 2. CAN BE USED ACROSS TIME (NOVELS FROM THE MIDDLE AGES) • ENABLES: • 1. REFLECTION ON THE NOTATED SYSTEM • 2. SELF-REGULATION • 3. REGULATION OF OTHERS’ THINKING AND BEHAVIORS
NOTATIONAL SYSTEMS Examples: • WRITING – NOTATES SPOKEN WORD (UR - 4,500 YRS) • DANCE NOTATION – NOA ESHKOL • CARTOGRAPHY • NUMERICAL SYSTEM • MUSICAL NOTATION • MIDDLE AGES – DORIT TANAY
CLASS ACTIVITIES • JEANNE BAMBERGER (MIT) TASK • CONSTRUCT NOTATIONS FOR A RHYTHM • ANALYZE INSTRUCTIONS