CABE 2003

Follow Us

Click on any book icon to see Table of Contents and/or to purchase a copy.

Vygotsky and Freire: Linked Through the Transformative Power of Language

CABE, 2003
Los Angeles, CA
February 14, 2003

Joan Wink, Ph.D.		LeAnn G. Putney, Ph.D.
info@joanwink.com		putneyl@unlv.edu
California State University, Stanislaus		University of Nevada, Las Vegas
	Carli Kyles, M.Ed.
	kylesc@unlv.edu
	University of Nevada, Las Vegas

Agenda

Sharing Vygotskian principles through graphic representations
Participants think, pair, share, scribble, convey
Adding Freire's political stance
Participants think, pair, share, scribble, convey again
Teaching as a mentoring act

Principles from Vygotsky Thought and Language Sociocultural Context Zone of Proximal Development	Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press. Vygotsky, L. S. (1997). Educational Psychology (R. Silverman, Trans.). Boca Raton, FL: St. Lucie Press.

Principles from Freire Reading the Word Reading the World To Name To Reflect Critically To Act	Freire, P. (1970). Pedagogy of the oppressed. New York: Seabury Press. Freire, P. (1998). Pedagogy of freedom: Ethics, democracy, and civic courage (Patrick Clarke, Trans.). Lanham, MD: Rowman & Littlefield Publishers, Inc.

Critical Praxis Framework NoteTaking Describe What is going on in this event? NoteMaking Interpret Why is it happening (from different perspectives)? NoteRemaking Transform How can I use this to change my practice?	Wink, J., & Putney, L. G. (2002). A Vision of Vygotsky. Boston, MA: Allyn & Bacon.

Vygotsky Extended: Learning is NOT… Linear or one-way Leading only from teacher to student Simply knowing what the teacher knows
*"For present-day education, it is not so important to teach a certain quantity of knowledge as it is to inculcate the ability to acquire such knowledge and to make use of it."* (Vygotsky, 1997, p. 339)

Vygotsky Extended: Learning as an act of Mentoring… Learning is reciprocal and dynamic Education is a process of mutual and continuous adaptation of both camps (teacher/student) (Vygotsky, 1997, p. 349) A collaborative process Participants engaged in genuine activity Child Child's social environment Teacher as director (Vygotsky, 1997)

Freire: Mentoring is NOT… Paternalistic Taking control of the life, dreams, and aspirations of the mentee Cloning your mentee Transforming the mentee into the mentor's worker as this is exploitative and fundamentally antidemocratic http://www.joanwink.com/newsletter/2002/news0902-bb1.php http://www.joanwink.com/newsletter/2002/news0702-freire.php

Freire: Mentoring is… Authentic teacher does not adopt the role of mentor Challenging the student's creative freedom stimulates the construction of the student's autonomy A liberatory task transcends the instructive task Believing in total autonomy/freedom/development of the mentee

WINKWORLD
web maintenance

Amazon.com Widgets

To Reference This Web Page:
Wink, J.:
Retrieved: