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Preface |
|
|
xi |
|
|
|
The Vygotskian Metaphor: Water |
|
xi |
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|
|
Dialectics |
|
xii |
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|
|
The Overriding Theme |
|
xiii |
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|
|
Visually Vygotsky: A Road Map for Readers |
|
xiii |
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|
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What Is New about Vygotsky? |
|
xiv |
|
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Introduction |
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|
xv |
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|
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Remembering My Father, by Gita L. Vygodskaya |
|
xv |
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|
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Remembering Our Friend, by His Colleagues |
|
xvi |
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|
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Vygotsky and His Times |
|
xvii |
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Historical Beginnings: A Brief Look at the Background of Vygotsky |
|
xvii |
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|
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Development of Consciousness: A Search for a New Psychology |
|
xxi |
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Psychology to Pedagogy |
|
xxii |
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Meeting Our Distant Mentor: Joan Meets Vygotsky |
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xxiii |
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Meeting Our Distant Mentor: Le Meets Vygotsky |
|
xxvii |
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|
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Conclusion |
|
xxx |
| PART ONE Why Vygotsky? |
1 |
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Why Do We Do What We Do? |
|
1 |
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Thought at the Turn of the Century: 1900 |
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2 |
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Thought at the Turn of the Century: 2000 |
|
3 |
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Evolution of Thought: 1900 to 2000 |
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4 |
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Conclusion |
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4 |
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EndnoteClassic and Official Timelines |
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5 |
| 1 |
Theorizing Theories and Thinking Thoughts |
7 |
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Why We Juxtapose Theories and Theorists |
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8 |
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Finding Answers in a Historical Journey |
|
8 |
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Multiple Perspectives to Multiple Learners |
|
9 |
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Transmission Lens: Behaviorism/positivism |
|
9 |
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Generative Lens: Cognitive to Interactionist to Constructivist |
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11 |
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Transformative Lens: Social Constructionist |
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12 |
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Transforming Transformative: Critical Pedagogy |
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13 |
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Theory is Practice: Example Lessons |
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14 |
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Journals: Reflections on Theory to Practice |
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16 |
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Classroom Application of Learning Theories |
|
17 |
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Searching for a New Psychology |
|
21 |
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Psychology to Pedagogy |
|
24 |
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A Vygotskian Perspective on the Work of Piaget |
|
24 |
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Vygotsky: Learning First, Then Development |
|
25 |
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Vygotsky: Active Use of Language |
|
28 |
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Major Points of Child Development: Vygotsky/Piaget |
|
30 |
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Multiple Perspective for Multiple Realities |
|
35 |
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Conclusion |
|
37 |
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Endnotes |
|
38 |
| PART TWO Three Principal Principles |
39 |
| 2 |
Thought and Language |
41 |
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|
|
Thinking about Words |
|
41 |
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|
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The Vygotskian Venn Diagram |
|
42 |
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|
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Expanding the Venn Diagram |
|
43 |
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Cognitive Development and Language |
|
47 |
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Autumn Leaves |
|
48 |
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Unless It’s Just a Language Thing |
|
50 |
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Andrea and Art: More than Just a Language Thing |
|
51 |
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Excerpt page 54-55 |
|
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Framework for Critical Praxis |
|
55 |
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A Papi’s Problem Posing |
|
56 |
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Pat’s Problem Solving |
|
57 |
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Conclusion |
|
59 |
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|
Endnote |
|
59 |
| 3 |
Sociocultural Teaching and Learning |
60 |
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|
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Two Senses of the Term Social |
|
60 |
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|
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Socioculturally Learning and Developing |
|
62 |
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A Puzzle of Learning |
|
63 |
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Classrooms as Cultures |
|
64 |
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The Puzzle of Pedro |
|
65 |
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High-Stakes Testing |
|
68 |
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Going to the Movies |
|
69 |
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Sam: A Teaching Time Line |
|
71 |
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The Sociocultural and Pedagogical Puzzle |
|
72 |
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The Pedagogical and Political Puzzle |
|
73 |
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Manuel: To Name, to Reflect Critically, to Act |
|
74 |
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What Oscar Taught Retta |
|
76 |
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Blame the Victim |
|
76 |
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Structure for Success |
|
77 |
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Retta and Success |
|
80 |
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Library Mapping |
|
81 |
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Conclusion |
|
83 |
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|
|
Endnotes |
|
84 |
| 4 |
The Zone of Proximal Development (ZPD) |
85 |
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|
|
What is the Zone of Proximal Development? |
|
86 |
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|
|
Visualizing the ZPD |
|
87 |
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|
|
A Metaphor: A Hot Air Balloon Ride |
|
87 |
|
|
|
What Is Development? |
|
87 |
|
|
|
Interpersonal-Intrapersonal Communication |
|
91 |
|
|
|
Scientific and Spontaneous Concepts |
|
91 |
|
|
|
Spontaneous Concepts in the Community |
|
92 |
|
|
|
Scientific Concepts in the Schools |
|
93 |
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|
|
The Integration of Spontaneous and Scientific Concepts |
|
93 |
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|
|
Performance before Competence |
|
95 |
|
|
|
Learning Leads Development |
|
96 |
|
|
|
What Are Funds of Knowledge? |
|
97 |
|
|
|
Models of Parental Involvement |
|
100 |
|
|
|
Expanding the ZPD in Schools |
|
102 |
|
|
|
The Peace Patrol |
|
103 |
|
|
|
Mumbo-Jumbo Theory |
|
104 |
|
|
|
More ZPD in the Classroom |
|
107 |
|
|
|
Who Really Is the More Capable Peer? |
|
109 |
|
|
|
Cognitively Slipping in the Zone |
|
110 |
|
|
|
Safety within the ZPD |
|
110 |
|
|
|
Regression within the ZPD |
|
111 |
|
|
|
Children at Play
Children at Play thru page 115 |
|
112 |
|
|
|
Performances of Knowing |
|
114 |
|
|
|
Assessment and ZPD |
|
114 |
|
|
|
Conclusion |
|
115 |
|
|
|
Endnotes |
|
116 |
| PART THREE A Construction of Community |
117 |
|
|
|
Faltis’s Framework |
|
117 |
|
|
|
Endnote |
|
121 |
| 5 |
Intersubjectivity, Intertextuality, Intercontextuality, and Consequential Progressions |
123 |
|
|
|
A Cognitive Coathook: Missing the Plane for New York |
|
124 |
|
|
|
Demonstrating Complex Constructs |
|
125 |
|
|
|
Social: Two Senses of Meaning |
|
126 |
|
|
|
Theory Is Practice: Amy, Le, and Jo |
|
127 |
|
|
|
A Metaphor: A Hall of Mirrors |
|
127 |
|
|
|
InterS: Intersubjectivity |
|
128 |
|
|
|
Theory Is Practice: Amy, Le, and Jo |
|
128 |
|
|
|
What Happens When People Talk? |
|
128 |
|
|
|
What Can Happen When Students and Teachers Talk |
|
130 |
|
|
|
Into the Classroom with the Watermelon Investigation |
|
130 |
|
|
|
InterS ≡ InterT + InterC |
|
132 |
|
|
|
InterT: Intertextuality |
|
132 |
|
|
|
Theory Is Practice: Amy, Le, and Jo |
|
133 |
|
|
|
InterC: Intercontextuality |
|
134 |
|
|
|
Theory Is Practice: Amy, Le, and Jo |
|
134 |
|
|
|
Consequential Progressions |
|
135 |
|
|
|
Theory Is Practice: Amy, Le, and Jo |
|
135 |
|
|
|
Text is Talk; Talk is Text |
|
136 |
|
|
|
Talk as It Relates to Consequential Progressions |
|
136 |
|
|
|
Theory Is Practice: Amy, Le, and Jo |
|
137 |
|
|
|
The Bill of Rights and Responsibilities |
|
137 |
|
|
|
Implications for Pull-Out Programs |
|
142 |
|
|
|
Conclusion |
|
144 |
| 6 |
Beyond Vygotsky |
147 |
|
|
|
A Definition of Terms Used |
|
148 |
|
|
|
Related Terms |
|
154 |
|
|
|
Conclusion |
|
154 |
|
|
|
Endnote |
|
155 |
| 7 |
Mentoring: Vygotsky’s Vision Extended |
156 |
|
|
|
Cultural Competency for Transformative Education |
|
157 |
|
|
|
Gallavan Cultural Competencies Model |
|
158 |
|
|
|
Information, Access, and Opportunity |
|
159 |
|
|
|
Potential Sources and Consequential Outcomes |
|
159 |
|
|
|
Serendipitous Meeting of Minds: LeAnn Reflects |
|
160 |
|
|
|
LeAnn’s Journal Reflection Continues |
|
163 |
|
|
|
Years Later: The Mentoring Continues |
|
164 |
|
|
|
New Directions: Our Mentoring Grows and Changes |
|
166 |
|
|
|
Summary |
|
166 |
|
References |
169 |
|
Index |
175 |
