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Vygotsky Podcast

Vygotsky Podcast

By Anthony Barra

Let's try to better understand Vygotsky's ideas. These are audio versions of my YouTube videos found here: http://tiny.cc/3zayuz I'm no expert, so take my remarks with salt. Fortunately, most episodes in this podcast *DO* feature conversations with experts and deep researchers. Season 1 - Chats about CHT & Teaching; Season 2 - 5 Principles for Vygotskian Research; Season 3 - Answered Questions; Season 4 - Snippets & Excerpts; Season 5 - Notes on certain concepts; Season 6 - More short clips (from http://tiny.cc/vr3ns) Season 0 - Chats with friends (w/ emphasis on learning & development)
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(S1,Ep1) An invitation ~

Vygotsky PodcastJul 31, 2020

00:00
01:15
(S5,Ep16) Overview of Vygotsky’s Theory (Veresov, 2021)

(S5,Ep16) Overview of Vygotsky’s Theory (Veresov, 2021)

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 ; )
May 04, 202308:17
(S4,Ep68) Vygotsky's Life Could Be a Movie
Mar 11, 202302:20
(S4,Ep67) Three more concepts for literacy and life
Dec 09, 202202:20
(S4,Ep66) Using literary skills to read the world (2)
Dec 09, 202202:16
(S4,Ep65) Using literary skills to read the world (1)
Dec 09, 202202:02
(S1,EP26) Vygotskian Creativity: In Theory, Practice, and Life

(S1,EP26) Vygotskian Creativity: In Theory, Practice, and Life

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/n321v

"An interesting assignment" - http://tiny.cc/p321vz

Nov 18, 202202:07:12
(S1,Ep25) Thinking and Feeling Our Way Through Fake News

(S1,Ep25) Thinking and Feeling Our Way Through Fake News

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

Nov 09, 202258:30
(S1,Ep24) A Tale of Two Stories - David Kellogg on Vygotsky

(S1,Ep24) A Tale of Two Stories - David Kellogg on Vygotsky

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/

Oct 29, 202201:20:14
Hello, everybody!

Hello, everybody!

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.  

Apr 27, 202201:23
(S1,Ep18) A chat about CHAT (and CHT) (re-post)

(S1,Ep18) A chat about CHAT (and CHT) (re-post)

(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

Apr 27, 202201:31:46
(S4,Ep64) What Are Concepts -- and How Might They Be Taught? (re-post)
Apr 27, 202205:17
(S4,Ep88) Bridging 'Everyday' to 'Academic' Concepts (re-post)
Apr 27, 202202:19
(S4,Ep78) Piaget & Vygotsky: the foundational difference between them (re-post)

(S4,Ep78) Piaget & Vygotsky: the foundational difference between them (re-post)

(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).  

Apr 27, 202202:57
(S6,Ep1) Lenin's Tomb (feat. Mike Cole) (re-post)
Apr 27, 202202:15
(S5,Ep14) Building a system of concepts (re-post)

(S5,Ep14) Building a system of concepts (re-post)

(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"

Apr 27, 202229:43
(S4,Ep85) Vygotsky's theory as a system of concepts (progress update) (re-post)

(S4,Ep85) Vygotsky's theory as a system of concepts (progress update) (re-post)

(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

Apr 27, 202202:13
(S4,Ep79) Vygotsky's Theory as a System of Concepts (re-post)

(S4,Ep79) Vygotsky's Theory as a System of Concepts (re-post)

(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.

Apr 27, 202209:47
(S4,Ep66) Specific features: CHT and CHAT (re-post)
Apr 27, 202205:24
(S4,Ep83) What are Neoformations? (a helpful metaphor) (re-post)
Apr 27, 202203:26
(S6,Ep14) Was Vygotsky a Social Determinist? (re-post)

(S6,Ep14) Was Vygotsky a Social Determinist? (re-post)

(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

Apr 27, 202202:20
(S5,Ep13) "Should I read Vygotsky?" (for teachers, parents, & the curious in general) (re-post)

(S5,Ep13) "Should I read Vygotsky?" (for teachers, parents, & the curious in general) (re-post)

(Initially posted March 27, 2021) Reading Vygotsky is challenging, yet the challenge is part of the fun. These excerpts are a good doorway into Vygotsky's writing -- and if you like them, consider checking out any or all of the following:

https://bit.ly/3stZ2hJ​ - "Thinking and Speech, Chapter 6 - The Development of Scientific Concepts in Childhood"

https://bit.ly/2NZe8MZ​ - "Reading Thinking and Speech" video lectures from Nikolai Veresov

https://bit.ly/3ds693Z​ - Some notes on the Veresov lectures

https://bit.ly/31sXGrz​ - "Distinguishing Spontaneous, Scientific, and Pseudo- Concepts"

https://bit.ly/3dbZcno​ - Peter Smagorinsky on "Sturdy Concepts"

*excerpts are from Vygotsky, L. S. (1987). Thinking and Speech. In R. W. Rieber, & A. S. Carton (Eds.), The Collected Works of L. S. Vygotsky (Vol. 1), Problems of General Psychology (pp. 39-285). New York: Plenum Press. (Original Work Published 1934)

Apr 27, 202218:12
(S5,Ep5) Overview of Vygotsky's Theory (Veresov, 2020) (re-post)
Apr 27, 202214:22
(S5,Ep4) Overview of Vygotsky's Theory (Wertsch, 1985) (re-post)

(S5,Ep4) Overview of Vygotsky's Theory (Wertsch, 1985) (re-post)

(Originally posted August 20, 2020) An excerpt from one of my favorite books, James Wertsch's (1985) "Vygotsky and the Social Formation of Mind"  

Apr 27, 202206:54
(S5,Ep3) Overview of Vygotsky's Theory (Chaiklin, 2003) (re-post)
Apr 27, 202210:14
(S6,Ep20) Good vs. Bad Learning (teacher's eternal dilemma) (re-post)
Apr 27, 202203:29
(S4,Ep75) Some ideas for revising classroom lessons (re-post)

(S4,Ep75) Some ideas for revising classroom lessons (re-post)

(Initially posted December 17, 2020) Huw Lloyd helps me to rethink a lesson that I like but also know is flawed. The suggestions are adaptable to many types of lesson revision.   

The lesson, influenced by Vygotsky's idea that "word meaning develops,"  is summarized here: http://tiny.cc/z7v6tz

Full chat here: http://tiny.cc/r5v6tz  

Main reference: "The primary result of this work . . .that constitutes the conceptual  center of our investigation (is) the finding that word meaning develops.  The discovery that word meaning changes and develops is our new and  fundamental contribution to the theory of thinking and speech. It is our  major discovery, a discovery that has allowed us to overcome the  postulate of constancy and unchangableness of word meaning which has  provided the foundation for previous theories of thinking and speech."  (Vygotsky, 1987, p. 245)  The collected works of L. S. Vygotsky. Vol.  1. Problems of general psychology, Including the volume Thinking and  Speech. New York: Plenum. Vygotsky, L. S.

Related: "Where do new words come from?" - Marcel Danesi (TED-ED) - http://tiny.cc/flx6tz

Apr 27, 202202:19
(S4,Ep73) Can group problem-solving address individual shortcomings? (re-post)
Apr 27, 202202:19
(S4,Ep60) Building Semantic Memory (re-post)
Apr 27, 202202:19
(S4,Ep43) A bridge (Vygotskian research and classroom teaching) (re-post)
Apr 27, 202207:09
(S6,Ep7) Cultivating 'crisis' in the classroom (the good kind) (re-post)
Apr 27, 202202:15
(S6,Ep12) How the ZPD is a Research Tool (re-post)
Apr 27, 202203:51
(S5,Ep7) Environments for Active Learning: a Vygotskian perspective (Hillocks, 1995) (re-post)

(S5,Ep7) Environments for Active Learning: a Vygotskian perspective (Hillocks, 1995) (re-post)

(Originally posted September 1, 2020) Excerpts from George Hillocks, Jr.'s (1995) book, Teaching Writing as Reflective Practice 

0:23 - Three Modes of Teaching: Environmental, Presentational, and Natural Process

2:40 - Features of Environments for Active Learning

4:27 - Goals and Objectives of Environmental Teaching

8:27 - Selection of Materials and Problems

10:23 - Providing Support for Learning: Structural & Small peer-group support

13:50 - Student Ownership

15:42 - Environmental Teaching: a Vygotskian Perspective

Full text: http://tiny.cc/p09rsz

Apr 27, 202216:02
(S4,Ep30) What is universal about human psychological development? (re-post)
Apr 27, 202202:20
(S4,Ep34) A paradigm shift (concrete task vs. development?) (re-post)
Apr 27, 202202:20
(S4,Ep10) Is Vygotsky's theory a left-wing theory? (re-post)
Apr 27, 202202:20
(S1,Ep6) Vygotsky's Role in the History of Psychology: Part 1 (re-post)

(S1,Ep6) Vygotsky's Role in the History of Psychology: Part 1 (re-post)

(Originally posted Jan 10, 2020 at Chats about CHT http://tiny.cc/kmylsz) Chat 2 with Vygotskian psychologist, Nikolai Veresov. 

Highlights include:

1:52 - The great puzzle of Vygotsky's time (The "Crisis of Psychology")

6:30 - Even Kant thought the crisis was unsolvable

9:22 - How to see the invisible (W. Wundt's experimental research challenge & discussion of Lower and Higher Psychological Functions, e.g., logical memory, voluntary attention, imagination)

19:50 - Why did Wundt separate LPF and HPF, and how did he study HPF?

22:43 - Vygotsky's main contribution (not just theory but *new method*)

Key point: when something is currently invisible, or inaccessible, (e.g., HPFs), see if you can go back to its infancy and track its development before it "disappears underground"

http://nveresov.narod.ru/KIP.pdf - see Nikolai's paper, "Introducing cultural historical theory: main concepts and principles of genetic research methodology"

Apr 27, 202227:49
(S3,Ep1) What does the Social Situation of Development mean? (re-post)

(S3,Ep1) What does the Social Situation of Development mean? (re-post)

(Originally posted Feb 10, 2020) I asked Andy Blunden for his explanation of Vygotsky's concept of the social situation of development, and here it is. Thanks, Andy. 

Highlights include:

0:07 - How do we get from dependent newborn to independent adult?

1:16 - development takes place through a series of 'unique' stages

2:38 - resolved 'predicaments' fuel the transition between stages

4:54 - to get new needs met, the child overthrows the former situation to establish a new role

5:54 - mutual reinforcement between development and the social situation of development

8:05 - the social situation of development, concisely defined

8:38 - a preview of perezhivanie and adult development

More from Andy here: https://www.ethicalpolitics.org/wits/vygotsky-development.pdf

Apr 27, 202209:14
(S3,Ep5) Was Vygotsky's breakthrough as original as advertised? (re-post)

(S3,Ep5) Was Vygotsky's breakthrough as original as advertised? (re-post)

 (Originally posted Feb 12, 2020) Andy Blunden weighs in.

Apr 27, 202203:45
(S3,Ep12) Vygotskian Threshold Concepts? (re-post)

(S3,Ep12) Vygotskian Threshold Concepts? (re-post)

 (Originally posted Jun 25, 2020) What do you think is the most powerful threshold concept in Vygotsky's work?  Andy Blunden weighs in, followed by responses from three other Vygotskian researchers.

From Meyer and Land (2003): "Threshold Concepts’ may be considered to be “akin to passing through a portal” or “conceptual gateway” that opens up “previously inaccessible way[s] of thinking about something”

Meyer and Land, 2003: "Our discussions with practitioners in a range of disciplinary areas have led us to conclude that a threshold concept, across a range of subject contexts, is likely to be:

Transformative, in that, once understood, its potential effect on student learning and behaviour is to occasion a significant shift in the perception of a subject, or part thereof.

Probably irreversible, in that the change of perspective occasioned by acquisition of a threshold concept is unlikely to be forgotten, or will be unlearned only by considerable effort.

Integrative; that is, it exposes the previously hidden interrelatedness of something."

Flanagan, 2020: "Examples of the threshold concept must be transformative and involve a traverse through a liminal space. They are likely to be characterised by many of, but not necessarily all of, the other features listed below:

Transformative: Once understood, a threshold concept changes the way in which the student views the discipline. - Troublesome: Threshold concepts are likely to be troublesome for the student. Perkins [1999, 2006] has suggested that knowledge can be troublesome e.g. when it is counter-intuitive, alien or seemingly incoherent.

Irreversible: Given their transformative potential, threshold concepts are also likely to be irreversible, i.e. they are difficult to unlearn.

Integrative: Threshold concepts, once learned, are likely to bring together different aspects of the subject that previously did not appear, to the student, to be related.

Bounded: A threshold concept will probably delineate a particular conceptual space, serving a specific and limited purpose.

Discursive: Meyer and Land [2] suggest that the crossing of a threshold will incorporate an enhanced and extended use of language.

Reconstitutive: "Understanding a threshold concept may entail a shift in learner subjectivity, which is implied through the transformative and discursive aspects already noted. Such reconstitution is, perhaps, more likely to be recognised initially by others, and also to take place over time (Smith)".

Liminality: Meyer and Land [4] have likened the crossing of the pedagogic threshold to a ‘rite of passage’ (drawing on the ethnographical studies of Gennep and of Turner in which a transitional or liminal space has to be traversed; “in short, there is no simple passage in learning from ‘easy’ to ‘difficult’; mastery of a threshold concept often involves messy journeys back, forth and across conceptual terrain. (Cousin [2006])”.

Apr 27, 202210:10
(S4,Ep1) Nikolai Veresov on the misunderstanding of ZPD (re-post)
Apr 27, 202200:54
(S4,Ep5) Peter Smagorinsky on "Sturdy" Concepts (re-post)
Apr 27, 202201:42
(S4,Ep7) Peter Smagorinsky on "Social" Concepts (re-post)
Apr 27, 202201:09
(S4,Ep11) Nikolai Veresov on helping children - and adults - overcome obstacles (re-post)
Apr 27, 202201:44
(S4,Ep13) Peter Smagorinsky on Biological and Cultural Development (re-post)
Apr 27, 202201:59
(S4,Ep37) Transformers & Flowers (re-post)
Apr 27, 202202:18
(S5,Ep1) Notes on Dialectics, 1 (bird's-eye view) (re-post)

(S5,Ep1) Notes on Dialectics, 1 (bird's-eye view) (re-post)

(Originally posted March 2, 2020 at http://tiny.cc/4nylsz) I am trying to understand Vygotsky's theory in a way that's easy to explain.  This is harder than I had hoped.  For instance, a sufficient understanding of dialectics appears to be a requirement.  Here, I share helpful notes from a trusted source -- Kevin deLaplante -- with sincere thanks. 

About Kevin: https://www.argumentninja.com/about

Apr 27, 202215:18
(S5,Ep2) Vygotsky on teaching (and learning) concepts (re-post)
Apr 27, 202202:17
(S4,Ep42) The Key to Unlocking Vygotsky? (repost)
Apr 27, 202202:17
(S4,Ep89) Building a concept vs. starting with definitions
Dec 23, 202102:20
(S4,Ep88) Bridging 'Everyday' to 'Academic' Concepts
Dec 23, 202102:19