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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Kris D. Gutiérrez Professor and Provost's Chair School of Education University of Colorado 249 UCB Boulder, Colorado 80309-0249 Sent from my IPad On Nov 12, 2010, at 5:23 PM, mike cole <lchcmike@gmail.com> wrote: > I am answering David's question about "why zoped." I did not include it in > my talk because I am uncertain of the audience's national > backgrounds and was assuming "mixed but mostly Russian speakers". The talk > was supposed to be about 20 minutes long and I was > uncertain of the time. And I was also mindful of the fact that on Tuesday > following its showing at the Vygotsky readings, I will be discussing the > issues raised, and whatever people feel like talk about via skype, sooooooo. > > As many know, when i organize obrazovanie, I like to mix serious stuff with > play. Also, I have a long term interest in the the enculturation > practices and processes of peoples for whom literacy has not been a central > part of enculturation until, perhaps, recent times. And, I enjoy > participating in the forms of activity that emerge when zopeds are created > as a part of our research and educational practices. > > With that context (add or subtract to taste) the notion of a zoped came from > two sources. First of all, it IS easier to say! :-) > Secondly, it involves forms of pedagogy -- arranging for the young to > acquire valued skills, knowledge, belief, behaviors, etc -- > Third, when it works, it seems like "something happened," a qualitative > field that sometimes can be like flow, sometimes can be > triggered by timely juxtapositions, montage-like. And it seems to lead to a > more inclusive, more integrated way of relating to the world at least > in that setting. Whatever this "something" is, it has a magical quality to > it. > > In Liberia when and where I pretended to work once upon a time the most > respected, revered, and feared members of the community were > shamen, a concept referred to in Liberia at the time (across language > groups, so far as I could tell) as a Zo, what popular culture refers to > as "witch doctors." They were THE teachers. But they worked through magic. > > That about sums up my idea of the zone of proximal development. It requires > sage pedagogy and a touch of magic. When those are combined, > they, of course, constitute a zo-ped. > > I personally recommend spending time in such third spaces. :-)) > mike > __________________________________________ > _____ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca