Jessica Kindred, Ph.D. The College of New Rochelle School of New Resources Brooklyn, New York
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Transcript of Jessica Kindred, Ph.D. The College of New Rochelle School of New Resources Brooklyn, New York
The Dialectical Relationship between
Prior and Present Learning: Mapping Vygotsky’s
Activity Theory to the Prior Learning Portfolio Process
Jessica Kindred, Ph.D. The College of New Rochelle
School of New ResourcesBrooklyn, New York
Industry ExperienceWorkplace training (manufacturing & transportation maintenance)
Academic Experience
Teaching psychology Integration
Teaching PLP
Jessica Kindred, Ph.D. The College of New RochelleSchool of New ResourcesBrooklyn, New York
Present
Past
Industrial ContextWorkplace research and training
1990s: international competition; new technologies; focus on planning; customer / market orientations
1993: changing job requirements (college degree for engineering and supervision)
1999: outsourcing and job loss
Academic context:Developing experiential learning activities for the classroom
Theory:Practice• Cultural Historical Activity Theory
Lev Vygotsky (1896 - 1934)
• Prior Learning Portfolio (PLP)Production, support, and evaluation
Prior Learning Process
Identify knowledge from work experience and life history
Represent prior learning in academically relevant ways
Qualify learning as college level
LearningExpertise Academiawork schoolinformal formalimplicit explicitintuitive explanatoryconcrete abstractperformative declarativepractical conceptualexperiential representationalspontaneous scientific
Somewhere between the experience and the representation is the learning.
Lev Vygotsky (1896 - 1934)
Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.
Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Activity theoryHistorical materialismDevelopmental perspectiveDialectical dynamic of thought and signInternalization (Transformation of interpersonal to intrapersonal)
“Schematically, we may imagine thought and speech as two intersecting circles. In their overlapping parts, thought and speech coincide to produce what is called verbal thought… There is a vast area of thought that has no direct relation to speech. The thinking manifested in the use of tools belongs in this area, as does practical intellect in general.” (Vygotsky, Thought and Language, p. 88)
Verbal Thought
thought speech
Practical Academic intellect intellect
Vygotsky’s Knowledge Kinds Theoretical Abstraction
Spontaneous Scientific
Informal Formal
Empirical Theoretical
Empirical Generalization
Dialectical interaction between kinds of knowledge in the developing mind
Spontaneous Scientific
Everyday Systematic
Informal Formal
Learned Taught
Empirical Theoretical
“Thought, unlike speech, does not consist of separate units [...] the whole thought is present at once, but in speech it has to be developed successively. A thought may be compared to a cloud shedding a shower of words [...] Experience teaches us that thought does not express itself in words, but rather realizes itself in them” (Vygotsky, Thought and Language, p. 250).
Mediation
• of thought by language• of meaning by other people• of prior learning by present
context
Scaffolding
• Facilitative role of mentor toward learner’s generative reflection and effective articulation of prior learning
Dialogue• The role of dialogic processes
in realizing knowledge and prior learning–(interview as process of
cultivation)
ZPD • Zone of Proximal Development (ZPD)
–typically applied to the assessment of potential for learning
• Zone of Proximal Reflection–adapted to the situation of prior
learning as a zone of active reflection
Generative Reflection of PLP
Dialectical interaction between times of knowledge in the developing mind: the emergence of new learning
PresentPrior
PLP: prior internalization to present reflection
to future externalization