ERIC ED386909: A Cultural-Histroical Approach to Learning and Teaching: New Pespectives on Advancing Development.

235 Pages·1993·2.6 MB·English

by  ERIC

DOCUMENT RESUME
FL 021 862
ED 386 909
Portes, Pedro R., Ed.
AUTHOR
A Cultural-Histroical Approach to Learning and
TITLE
Teaching: New Pespectives on Advancing
Development.
Society for Accelerative Learning and Teaching,
INSTITUTION
Inc.
ISSN-0273-2459
REPORT NO
93
PUB DATE
235p.
NOTE
SALT Journal, Accelerated Learning Systems, 3028
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JOURNAL CIT
Teaching; v18 n1-2 spec iss Spr-Sum 1993
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Book Reviews; Children; *Cognitive Development;
DESCRIPTORS
*Educational Strategies; *Intellectual Development;
Intelligence Tests; *Learning Theories;
*Sociocultural Patterns; Teacher Education
*Vygotsky (Lev S)
IDENTIFIERS
ABSTRACT
This special issue is devoted to the
cultural-historical school of thought about mental development based
addressed the
on the work of Lev Vygotsky. The research of Vygotsky
sociocultural basis of higher-level cognitive functions, and ascribed
in
an influential role to human speech and other mediational tools
originating changes in cognition and accelerating intellectual
development. The first essay, "Mind as a Cultural Achievement:
explores the idea that
Implications for IQ Testing" (Michael Cole) ,
higher-level intelligence is an achievement that depends on cultural
ccnditions and addresses issues in the organization of educat;.on to
promote intellectual development. "Children's Social Worlds: An Emic
View" (Rosi A. C. Andrade, Luis C. Moll) examines how children's
minds are constructed in a social context, using one approach within
the cultural-historical model. In "Working with a Teacher in the Zone
of Proximal Development: Action Research" (Gordon Wells), a case
study illustrates problems in incorporating theory into teacher
education. Finally, the book "Rousing Minds to Life: Teaching,
Learning and Schooling in Social Context" by Roland Tharp and Ronald
Gallimore is reviewed by Robert Rueda). Each chapter contains
references. (MSE)
***********************************************************************
*
Reproductions supplied by EDRS are the best that can be made
from the original document.
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THE JOURNAL OF
THE SOCIETY FOR ACCELERATIVE
LEARNING AND TEACHING
Volume 18, Issue # 1 & 2
Spring & Summer, 1993
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Journal of the Society for Accelerative
Learning and Teaching
Spring & Summer, 1993
Volume 18, Issue 1&2
CONTENTS
Introduction to Special Issue
Pedro Portes, Editor
3
Mind as a Cultural Achievement:
Implications
for IC) Testing.
Michael Cole
9
An Emic View
Chi'dren's Social Worlds:
Rosi A.C. Andrade & Luis C. Moll
81
Working with a Teacher in the Zone of
Proximal Development:
Action Research
Gordon Wells
127
Book Review of Tharp & Gallimore's Rousing
Minds to Life: Teaching, Learning and
Schooling in Social Context.
Robert Rueda
223
4
Renate Nummela-Caine, Ph.D.
Pedro R. Portes, Ph.D.
California State University
University of Louisville
Associate Editor
Editor
Accelerated Learning Systems
Don Schuster, Ph.D.
Minneapolis, Minnesota
Iowa State University
Circulation
Production
Editorial Board
Jo Ann F. Bass, Ed.D.
W. Jane Bancroft, Ph.D
Arkansas State University
Scarborough College
State University, AR 72467
University of Toronto
West Hill, Ont M1C 1A4
Jan Er land, MemExSpan
Priscilla Donovan, Ph.D.
2002 Quail Creek Dr.
3050 S Zenia St
Lawrence, KS 66047
Denver, CO 80231
Shirley Johnson, Ph.D.
Joseph Jesunathadas, Ed.D.
University of Louisville
California State University
Louisville, KY 40292
San Bernadino, CA 92407
Gabriel Racle, Ph.D.
Lye Ile Palmer, Ph.D.
1554 Rolland Av.
Winona State University
Ottawa, Ont K1G 0J4
Winona, MN 55987
John Senatore, Ed.D.
RObert Ilueda, Ph.D.
Univ. of Southern Colorado
University of So. California
Los Angeles, CA 90089
Pueblo, CO 81001
Gaithersburg, MD 20877
P. 0. Box 332
Win Wenger, Ph.D.
For subscription, send order to: SALT Journal, Accelerated
Learning Systems. 3028 Emerson Ave. So., Minneapolis, MN
55408. $30.00 per year, outside U.S., Can. & Mexico, add
Copyright 1993 by the Society
$20.00 per year for air mail.
Printed in the U.S.A.
for Accelerative Learning and Teaching.
J. of the Society for Accelerative Learning and Teaching
Spring & Summer, 1993
Volume 18, Issue 3&4
SPECIAL ISSUE - A CULTURAL-HISTORICAL
APPROACH TO LEARNING AND TEACHING: NEW
PERSPECTIVES ON ADVANCING DEVELOPMENT
Introduction to the Cultural-Historical (CH)
Model
Pedro Portes, Editor
For many readers of this journal, the pre-
sent Special Issue might come as a surprise.
This set of papers represents a totally
dif-
ferent model
mental development than
of
Lozanov's and a
scientific
tradition
that
is
be understood
beginning
only
interna-
to
The present collection reflects also
tionally.
effort
horizons
broaden the
the
an
to
of
a truly open forum for
journal by making
it
innovative
educational
that
ideas
improve
For many, the idea of augmenting
practice.
the scope of traditional educational practices
has been precisely the motive for reading the
journal. We hope that by bringing different
views
current
educational
bear
to
on
problems, both the mission of our journal and
education as a whole, can be best served.
3
f;
cultural
introduces
the
issue
This
thought
founded
historical
school
of
by
Russian colleagues and
Vygotsky with
his
students, Luria and Leont'ev, among the most
Lev S. Vygotsky was a contem-
important.
porary of Jean Piaget and developed his own
stage model of
(concept) devel-
intellectual
biologically-
opment independently
the
of
Vygotsky's contri-
oriented Swiss scholar.
bution stands out today because he addressed
higher
level
socio-cultural
basis
of
the
functions in a far more authoritative fashion
psychological
existing
models.
than the
a much more
ascribed
Piaget,
Unlike
he
to human speech and other
influential
role
originating changes
mediational
tools
in
in
the "acceleration" of cer-
cognition
and
in
intellectual
development.
zones
tain
of
Although his work was first introduced in the
West long after his early death
1936 by
in
Jerome Bruner in 1962, and his second book,
Mind in
did not appear until 1978,
Society
the last decade has had a period of
rapid
dissemination and activity.
Since the
first translation
Vygotsky's
of
Speech and Thought in
1962, at least two
newer translations have appeared along with
relatively writings
that
"new"
many
have
4
sparked a transformation in how the mind is
This first Special Issue repre-
to be studied.
sents not a departure from the tradition
of
JSALT, but rather an expansion that remains
as avant garde as
ever. The perspective
in this issue is one based not only
reflected
on a brain-based model such as Lozanov's, but
rather one also based on culture.
Vygotsky's
significant today because the pro-
work
is
his time are still
blems that he addressed in
most relevant in education and psychology.
In
focusing on the development of higher level
mteli:gence, the processes that advance the
growth of the human mind can be examined in
that
contexts
terms social
propel
of
the
development of children's minds.
This model
provides
clear implications
educational
for
reform and for the development or "accele-
ration" of intellectual and other skills.
The lead article
this issue begins with
in
historical
introduction
interrela-
the
an
to
tedness of the human mind, and how it
has
been traditionally been conceptualized and
In this paper, the idea that higher-
assessed.
intelligence
level
achievement
that
is
an
depends on cultural
conditions
explcred
is
historically
illustrates
Vygotskyan
and
the
model.
With educational
toward
eye
an
5
challenges in the next century, Michael Cole
intellectual
conceptions
current
of
traces
development and uncovers some of the impor-
issues that confront us
organizing
tant
in
His essay
education intelligently.
provides
an introduction also to the cultural
historical
provides
glimpse
how
of
model
and
a
related
schooling
activity-oriented
to
is
learning
teaching,
advances
and
and
in
to many of the successes
indirectly
links
it
found in accelerated learning methods from a
standpoint.
theoretical
In the next paper, Andrade and Moll present
a perspective on childhood that allows for a
how children's
understanding
dynamic
of
a social
minds are constructed
context.
in
They employ a method that allows for both
subjective
perspectives
objective
and
on
childhood and for the study of various factors
context
constitute
social
that
the
of
Their case study underlies the
development.
understanding the mediators
importance
of
that account for
normative and exceptional
of development alike.
Their study
patterns
illustrates one of the many existing appro-
cultural historical
within
aches
the
model
that address the context of human activity as
part of understanding individual growth.
6
'In the last paper in this collection, Gordon
Wells ventures in the area of teacher educa-
another case study
tion
illustrates
that
in
key problems in
this particular but strategic
of theory into the
field.
The incorporation
very formation of future educators provides a
understanding how concepts
backdrop
for
such as the "zone of proximal development"
and others are being assimilated gradually
into the center of educational activities.
finally,
And
review
Rueda's
book
of
Rousing Minds to Life
by Roland Tharp and
Ronald Gallimore caps the
with
issue
an
incisive
analysis
of
one
the
most
of
important
contributions
field
the
to
of
Tharp & Gallimore have elaborated
education.
theory-driven
approach
restructuring
a
to
education that has not only been successful in
Hawaii, but one that serves to orient many of
current,
the
fragmented
school-based
interventions found currently.
In sum, these selected writings comprise a
unique volume that
is aimed to disseminate
not only
ideas of relevance for educational
practice, but a cross section of issues that
can
addressed
be
from
Vygotskyan
the
paradigm.
latter
The
currently
being
is
7
1 o