These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
These files are maintained strictly for historical reference, research, and recordkeeping purposes,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.
Mike, Thanks for your comments on the book. Who is reviewing it for MCA? On Wed, Dec 29, 2010 at 11:34 PM, mike cole <lchcmike@gmail.com> wrote: > Hi Cathrene and Lois-- > > My copy of the book went to the person who is writing a review for MCA, so > I > do not have it to hand. > But it is clearly a good source to turn to as a way of mapping out ways of > talking about imitation and zoped. For those who have not yet ordered the > book, its possible to get a good sample of what > Cathrene was referring to by checking Amazon.com, and searching the > contents > for, say, imitation. > > To much there for me to type out each example, but here is a passage from > Lois's chapter that I found thought provoking. > > "Children do not imitate anything and everything as a parrot does, rather > what is beyond them developmentally speaking and yet present in their > environment and their relationships." > > So, there are several relevant distinctions implied in just this one > passage, including: > > Children and parrots imitate differently > Parrots imitate everything (I am assuming that we are talking about > language > spoken by humans?, not sure). > Children imitate only what is going to develop at some proximal time. > > In this context, the use of the term "creative imitation" which I have been > trying to think about for the past several months, brings to mind the > notion > that there must be something called "non-creative imitation" but > I am not sure what a synonym would be that could be substituted for > "non-creative" as a positive characterization. > > So, Cathrene, Lois, and Ana, what "kinds of imitation" do you think it > worth > considering for our purposes? > > Harking back to Michael Glassman's earlier note in this thread, I do not > think that it is helpful to contrast imitation with mimicry without further > specification. The first three primary definitions of mimicry used by the > Oxford English Dictionary all involve the term, imitation, as a part of > their defining characteristics. If they are not simply synonyms according > to > the OED, the variations are very underspecified. > > Clearly Lois sees an intimate relation between imitation as she interprets > that process and zopeds and adds another important term, creativity. > > We now have three core theoretical terms imbricated in the discussion of a > cultural historical approach to development. If there are three core terms > and, say, 3 interpretions of each term (imitation, zoped, creativity) seems > like a pretty large matrix of possible interconnections as part of the > system of development. My guess is that kinds of specifications cluster, > but > I have only a vague sense of how, so far. > > Is creative/non-creative the place to start, and then see what kinds of > additional distinctions are warrantable? > > mike > > mike > > > > > > On Wed, Dec 29, 2010 at 5:44 PM, Lois Holzman < > lholzman@eastsideinstitute.org> wrote: > > > Thanks, Cathrene, for the plug! I've wanted to get into this conversation > > but just can't right now, so that article will have to suffice for anyone > > interested. > > Warm wishes to all for 2011 and new world creating, > > Lois > > > > > > Don't forget to check out the latest at http://loisholzman.org > > > > Lois Holzman, Ph.D. > > Director, East Side Institute for Group and Short Term Psychotherapy > > 920 Broadway, 14th floor > > New York NY 10010 > > Chair, Global Outreach for UX (www.allstars.org/ux) > > tel. 212.941.8906 ext. 324 > > fax 718.797.3966 > > lholzman@eastsideinstitute.org > > www.eastsideinstitute.org > > www.performingtheworld.org > > loisholzman.org > > www.allstars.org > > > > > > > > > > > > > > On Dec 29, 2010, at 2:20 PM, <cconnery@ithaca.edu> <cconnery@ithaca.edu> > > wrote: > > > > > Hi there, > > > Lois Holzman has some excellent observations about creativity, learning > > and imitation in her chapter in Vygotsky and Creativity. So do Oreck & > > Nicholls in the same text, although their statments are less direct and > more > > implied. > > > Happy New Year to all, > > > Cathrene > > > __________________________________________ > > > _____ > > > 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 > > > __________________________________________ > _____ > xmca mailing list > xmca@weber.ucsd.edu > http://dss.ucsd.edu/mailman/listinfo/xmca > > -- *Robert Lake Ed.D. *Assistant Professor Social Foundations of Education Dept. of Curriculum, Foundations, and Reading Georgia Southern University P. O. Box 8144 Phone: (912) 478-5125 Fax: (912) 478-5382 Statesboro, GA 30460 *Democracy must be born anew in every generation, and education is its midwife.* *-*John Dewey. __________________________________________ _____ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca