| Preface |
xi |
|
The Vygotskian Metaphor: Water |
xi |
|
Dialectics |
xii |
|
The Overriding Theme |
xiii |
|
Visually Vygotsky: A Road Map for Readers |
xiii |
|
What Is New about Vygotsky? |
xiv |
| Introduction |
xv |
|
Remembering My Father, by Gita L. Vygodskaya |
xv |
|
Remembering Our Friend, by His Colleagues |
xvi |
|
Vygotsky and His Times |
xvii |
|
Historical Beginnings: A Brief Look at the Background of Vygotsky |
xvii |
|
Development of Consciousness: A Search for a New Psychology |
xxi |
|
Psychology to Pedagogy |
xxii |
|
Meeting Our Distant Mentor: Joan Meets Vygotsky |
xxiii |
|
Meeting Our Distant Mentor: Le Meets Vygotsky |
xxvii |
|
Conclusion |
xxx |
| PART ONE Why Vygotsky? |
1 |
|
Why Do We Do What We Do? |
1 |
|
Thought at the Turn of the Century: 1900 |
2 |
|
Thought at the Turn of the Century: 2000 |
3 |
|
Evolution of Thought: 1900 to 2000 |
4 |
|
Conclusion |
4 |
|
Endnote Classic and Official Timelines |
5 |
| 1. Theorizing Theories and Thinking Thoughts |
7 |
|
Why We Juxtapose Theories and Theorists |
8 |
|
Finding Answers in a Historical Journey |
8 |
|
Multiple Perspectives to Multiple Learners |
9 |
|
Transmission Lens: Behaviorism/positivism |
9 |
|
Generative Lens: Cognitive to Interactionist to Constructivist |
11 |
|
Transformative Lens: Social Constructionist |
12 |
|
Transforming Transformative: Critical Pedagogy |
13 |
|
Theory is Practice: Example Lessons |
14 |
|
Journals: Reflections on Theory to Practice |
16 |
|
Classroom Application of Learning Theories |
17 |
|
Searching for a New Psychology |
21 |
|
Psychology to Pedagogy |
24 |
|
A Vygotskian Perspective on the Work of Piaget |
24 |
|
Vygotsky: Learning First, Then Development |
25 |
|
Vygotsky: Active Use of Language |
28 |
|
Major Points of Child Development: Vygotsky/Piaget |
30 |
|
Multiple Perspective for Multiple Realities |
35 |
|
Conclusion |
37 |
|
Endnotes |
38 |
| PART TWO Three Principal Principles |
39 |
| 2. Thought and Language |
41 |
|
Thinking about Words |
41 |
|
The Vygotskian Venn Diagram |
42 |
|
Expanding the Venn Diagram |
43 |
|
Cognitive Development and Language |
47 |
|
Autumn Leaves |
48 |
|
Unless It’s Just a Language Thing |
50 |
|
Andrea and Art: More than Just a Language Thing |
51 |
|
Excerpt page 54-55 |
|
|
Framework for Critical Praxis |
55 |
|
A Papi’s Problem Posing |
56 |
|
Pat’s Problem Solving |
57 |
|
Conclusion |
59 |
|
Endnote |
59 |
| 3. Sociocultural Teaching and Learning |
60 |
|
Two Senses of the Term Social |
60 |
|
Socioculturally Learning and Developing |
62 |
|
A Puzzle of Learning |
63 |
|
Classrooms as Cultures |
64 |
|
The Puzzle of Pedro |
65 |
|
High-Stakes Testing |
68 |
|
Going to the Movies |
69 |
|
Sam: A Teaching Time Line |
71 |
|
The Sociocultural and Pedagogical Puzzle |
72 |
|
The Pedagogical and Political Puzzle |
73 |
|
Manuel: To Name, to Reflect Critically, to Act |
74 |
|
What Oscar Taught Retta |
76 |
|
Blame the Victim |
76 |
|
Structure for Success |
77 |
|
Retta and Success |
80 |
|
Library Mapping |
81 |
|
Conclusion |
83 |
|
Endnotes |
84 |
| 4. The Zone of Proximal Development (ZPD) |
85 |
|
What is the Zone of Proximal Development? |
86 |
|
Visualizing the ZPD |
87 |
|
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 |
|
The Integration of Spontaneous and Scientific Concepts |
93 |
|
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 |
