Vygotsky and Freire: Linked Through the Transformative Power of Language
Los Angeles, CA
February 14, 2003
- 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
What is going on in this event?
Why is it happening (from different perspectives)?
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's social environment
Teacher as director (Vygotsky, 1997)
Freire: Mentoring is…
teacher does not adopt the role of mentor
the student's creative freedom
stimulates the construction of the student's autonomy
- A liberatory task
transcends the instructive task
in total autonomy/freedom/development of the mentee