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The Sociohistorical Approach

The Sociohistorical Approach. Founder of the Approach L. S. VYGOTSKY 1896 – 1934. Lev Semenovich Vygotsky. Vygotsky. QUESTION: WHAT SEPARATES US FROM OTHER ANIMALS?. Vygotsky. EPISTEMOLOGICAL AND OTHER DISTINCTIONS: kinds of spontaneous cultural

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The Sociohistorical Approach

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  1. The Sociohistorical Approach Founder of the Approach L. S. VYGOTSKY • 1896 – 1934

  2. Lev Semenovich Vygotsky

  3. Vygotsky QUESTION: WHAT SEPARATES US FROM OTHER ANIMALS?

  4. Vygotsky EPISTEMOLOGICAL AND OTHER DISTINCTIONS: kinds of spontaneous cultural knowledge commonsense societal natural sources of direct experience mediated knowledge immediate conscious no yes reflective direction bottom up top down of dev inductive deductive data driven theory driven

  5. Vygotsky TEMPERATURE TASKS spontaneous cultural Are these data good for Vygotsky? Bad for Vygotsky? Neutral for Vygotsky?

  6. WHAT DEVELOPS? INDIVIDUAL LEVEL WORD MEANINGS CULTURAL LEVEL WORLD VIEWS SPURRED ON BY TECHNOLOGICAL CHANGES (PRINTING MACHINE, COMPUTERS)

  7. MECHANISMS OF DEVELOPMENT SOCIAL INTERACTION SMALL “S” CONVERSATIONS BETWEEN PEOPLE DISCOURSE ANALYSIS LARGE “S” SOCIETAL TECHNOLOGIES AS CONCEPTS CALENDAR AS AN EXAMPLE

  8. Dan Sperber

  9. Dan Sperber • Cultural Evolution and Epidemiology

  10. COMPARISON OF ROLE OF SOCIAL INTERACTION: VYGOTSKY’S THEORY AND PIAGET’S PIAGET SOCIAL INTERACTION CAN PRODUCE DISEQUILIBRIUM PLACE OF CULTURE AND SOCIAL INTERACTION QUITE NEGLIGIBLE

  11. VYGOTSKY • METAPHORS: ACQUISITION AND PARTICIPATION (SFARD) • VYGOTSKY IS PARTICIPATION • PIAGET IS ACQUISITION

  12. VYGOTSKY ZONE OF PROXIMAL DEVELOPMENT SPATIAL METAPHOR DISTANCE BETWEEN ACTUAL AND POTENTIAL KNOWLEDGE X potential knowledge ZPD X potential ZPD X actual knowledge X actual Two children with the same actual knowledge travel different distances to their potential knowledge; therefore different ZPDs

  13. VYGOTSKY • DYNAMIC ASSESSMENT • CONVENTIONAL: • TEACH – LEARN – TEST • VYGOTSKY: • TEST/TEACH/LEARN

  14. VYGOTSKY • SCAFFOLDING • EXAMPLE: MY USING ADVANCED ORGANIZERS IN CLASS, SUCH AS THE DEEP STRUCTURE QUESTIONS AND MAP OF THE FIELD

  15. VYGOTSKY • RELATIONS BETWEEN LEARNING AND DEVELOPMENT • FORMER GOES BEYOND LATTER • TEACHING WITH SCAFFOLDING CAUSES LEARNING • LEARNING GOES BEYOND POTENTIAL KNOWLEDGE, WHICH IS THE DEVELOPMENTAL LEVEL

  16. COMPARING PIAGET AND VYGOTSKY • PIAGET CLAIMS THAT DEVELOPMENT SETS THE LIMITS ON LEARNING • VYGOTSKY CLAIMS THAT LEARNING GOES BEYOND DEVELOPMENT AND DRWS IT IN ITS WAKE

  17. VYGOTSKY – TRUE CONCEPT • TRUE CONCEPT • CONCEPT THAT RESULTS FROM THE AMALGAM OF NATURAL AND SOCIETAL KNOWLEDGE • TRUE CONCEPTS • ENRICH SOCIETAL KNOWLEDGE BY GROUNDING IT IN DIRECT EXPERIENCE • ENRICH NATURAL KNOWLEDGE BY MAKING IT MORE GENERAL

  18. TRUE CONCEPTS EXAMPLES: • CONFLICT – TEMPERATURE • ANALOGY - ARITHMETIC AVERAGE

  19. TEMPERATURE

  20. ARITHMETIC AVERAGE

  21. DEVELOPMENTAL CONSTRAINTS • WHERE ARE THERE DEVELOPMENTAL CONSTRAINTS ON LEARNING? • CULTURAL/HISTORICAL CONSTRAINTS • Cultural periods in history (middle ages, enlightenment) had different worldviews than modern (post-industrial, information age) • INDIVIDUAL CONSTRAINTS • Vygotsky did not write about this very much

  22. TOOLS • MATERIAL • mediate between subject and physical environment • PSYCHOLOGICAL • mediates between individual and himself and between individual and others

  23. NOTATIONS AS TECHNOLOGIES • NOTATIONS AS TECHNOLOGIES (OLSON, FERREIRO, LEVIN, TOLCHINSKY-LANDSMANN, RAVID, TUFTE) • PURPOSE: FREEZE THE CHANGING WORLD

  24. NOTATIONS • “USES”: • 1. CAN BE CARRIED FROM PLACE TO PLACE • 2. CAN BE USED ACROSS TIME (NOVELS FROM THE MIDDLE AGES) • ENABLES: • 1. REFLECTION ON THE NOTATED SYSTEM • 2. SELF-REGULATION • 3. REGULATION OF OTHERS’ THINKING AND BEHAVIORS

  25. NOTATIONAL SYSTEMS Examples: • WRITING – NOTATES SPOKEN WORD (UR - 4,500 YRS) • DANCE NOTATION – NOA ESHKOL • CARTOGRAPHY • NUMERICAL SYSTEM • MUSICAL NOTATION • MIDDLE AGES – DORIT TANAY

  26. CLASS ACTIVITIES • JEANNE BAMBERGER (MIT) TASK • CONSTRUCT NOTATIONS FOR A RHYTHM • ANALYZE INSTRUCTIONS

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