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These files are maintained strictly for historical reference, research, and recordkeeping purposes, and the content has not been altered or updated since archiving.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.
The reporting of the approach to reading that Peg pioneered can be found at lchc. There is this early report of the project http://lchc.ucsd.edu/Pubs/modelsystem-learning-difficulties.pdf, another is http://lchc.ucsd.edu/People/NEWTECHN.pdf mike On Fri, May 13, 2011 at 7:22 AM, Andy Blunden <ablunden@mira.net> wrote: > So you were directing their attention of a social problem, and hoping it > would gain their interest? > Andy > > > Peg Griffin wrote: > >> Not adolescents, but latency age - third-4th graders. >> We fiddled with tendency and growing interests a few decades ago. Some >> kids >> took the occasion we created to sneak behind our backs and steal the final >> paragraph of a (slightly revised) current newspaper story. We had read >> the >> first two parts collaboratively with them in small groups then "forced" >> them >> to take a break from reading (5th dimension activities or outdoor play >> with >> each other and big sibling undergrads). Some texts were narratives of >> news-worthy events (a boy accidentally hung himself) others were >> expository >> about contemporary science or technology development. Most of the >> children >> had a history of not-reading - either at all or just copy-matching review >> questions instead of active engagement with comprehension. We left >> print-outs of the full three paragraph texts stacked with other stuff we >> brought to the site each day. We chased the kids away from the text. >> Some >> thievery succeeded, others showed interest in interrupting other >> activities >> to come back and read the full three part texts. >> Tendency to interest with impetus (like the forbidden toy studies)? >> -----Original Message----- >> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On >> Behalf Of Andy Blunden >> Sent: Friday, May 13, 2011 8:47 AM >> To: eXtended Mind, Culture, Activity >> Subject: [xmca] Interests and tendency during adolescence >> >> Is there anyone who has looked into this idea of "interest" in the >> development of the adolescent? I have started reading Volume 5 of the LSV >> CW >> and the first chapter is very interesting. I have not come across exactly >> this idea before. He says: "a transformation of tendency into interest is >> the true key to the problem of the transitional age." His argumentation >> leading to this conclusion rings very true, to my ears. Is there anyone on >> the list who has worked further with this idea of "interest." So much of >> this chapter is quotation of other authors, it is not 100% clear which >> ideas >> Vygotsky embraces. But it seems that upbringing shapes a person according >> to >> tendency (with habits etc.) but then the adolescent appropriates from >> their >> environment interests which form the basis of their adult personality, not >> extinguishing the tendency acquired by upbringing, but distinct from it. >> >> Andy >> >> __________________________________________ >> _____ >> xmca mailing list >> xmca@weber.ucsd.edu >> http://dss.ucsd.edu/mailman/listinfo/xmca >> >> >> >> >> > > -- > ------------------------------------------------------------------------ > *Andy Blunden* > Joint Editor MCA: > http://www.informaworld.com/smpp/title~db=all~content=g932564744 > Home Page: http://home.mira.net/~andy/ > Book: http://www.brill.nl/default.aspx?partid=227&pid=34857 > MIA: http://www.marxists.org > > > __________________________________________ > _____ > 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