Vision of Vygotsky

ISBN-10: 0321082400

ISBN-13: 9780321082404

Edition: 2002

List price: $53.33
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Book details

List price: $53.33
Copyright year: 2002
Publisher: Allyn & Bacon, Incorporated
Publication date: 9/12/2001
Binding: Paperback
Pages: 208
Size: 7.25" wide x 9.50" long x 0.50" tall
Weight: 0.880
Language: English

Joan Wink is a professor emerita at California State University, Stanislaus. She lives primarily on the family ranch in South Dakota, but still maintains an active academic life: teaching, consulting, and writing. Her other books include A Vision of Vygotsky (2002), co-authored with Le Putney of UNLV, and Teaching Passionately: What's Love Got To Do With It? (2004), co-authored with her daughter, Dawn Wink of Santa Fe Community College.

Preface
The Vygotskian Metaphor: Water
Dialectics
The Overriding Theme
Visually Vygotsky: A Road Map for Readers
What Is New about Vygotsky?
Introduction
Remembering My Father
Remembering Our Friend, by His Colleagues
Vygotsky and His Times
Historical Beginnings: A Brief Look at the Background of Vygotsky
Development of Consciousness: A Search for a New Psychology
Psychology to Pedagogy
Meeting Our Distant Mentor: Joan Meets Vygotsky
Meeting Our Distant Mentor: Le Meets Vygotsky
Conclusion
Why Vygotsky?
Why Do We Do What We Do?
Thought at the Turn of the Century: 1900
Thought at the Turn of the Century: 2000
Evolution of Thought: 1900 to 2000
Conclusion
Endnote
Theorizing Theories and Thinking Thoughts
Why We Juxtapose Theories and Theorists
Finding Answers in a Historical Journey
Multiple Perspectives to Multiple Learners
Transmission Lens: Behaviorism/Positivism
Generative Lens: Cognitive to Interactionist to Constructivist
Transformative Lens: Social Constructionist
Transforming Transformative: Critical Pedagogy
Theory Is Practice: Example Lessons
Journals: Reflections on Theory to Practice
Classroom Application of Learning Theories
Searching for a New Psychology
Psychology to Pedagogy
A Vygotskian Perspective on the Work of Piaget
Vygotsky: Learning First, Then Development
Vygotsky: Active Use of Language
Major Points of Child Development: Vygotsky/Piaget
Multiple Perspective for Multiple Realities
Conclusion
Endnotes
Three Principal Principles
Thought and Language
Thinking about Words
The Vygotskian Venn Diagram
Expanding the Venn Diagram
Cognitive Development and Language
Autumn Leaves
Unless It's Just a Language Thing
Andrea and Art: More than Just a Language Thing
Framework for Critical Praxis
A Papi's Problem Posing
Pat's Problem Solving
Conclusion
Endnote
Sociocultural Teaching and Learning
Two Senses of the Term Social
Socioculturally Learning and Developing
A Puzzle of Learning
Classrooms as Cultures
The Puzzle of Pedro
High-Stakes Testing
Going to the Movies
Sam: A Teaching Time Line
The Sociocultural and Pedagogical Puzzle
The Pedagogical and Political Puzzle
Manuel: To Name, to Reflect Critically, to Act
What Oscar Taught Retta
Blame the Victim
Structure for Success
Retta and Success
Library Mapping
Conclusion
Endnotes
The Zone of Proximal Development (ZPD)
What is the Zone of Proximal Development?
Visualizing the ZPD
A Metaphor: A Hot Air Balloon Ride
What Is Development?
Interpersonal-Intrapersonal Communication
Scientific and Spontaneous Concepts
Spontaneous Concepts in the Community
Scientific Concepts in the Schools
The Integration of Spontaneous and Scientific Concepts
Performance before Competence
Learning Leads Development
What Are Funds of Knowledge?
Models of Parental Involvement
Expanding the ZPD in Schools
The Peace Patrol
Mumbo-Jumbo Theory
More ZPD in the Classroom
Who Really Is the More Capable Peer?
Cognitively Slipping in the Zone
Safety within the ZPD
Regression within the ZPD
Children at Play
Performances of Knowing
Assessment and ZPD
Conclusion
Endnotes
A Construction of Community
Faltis's Framework
Endnote
Intersubjectivity, Intertextuality, Intercontextuality, and Consequential Progressions
A Cognitive Coathook: Missing the Plane for New York
Demonstrating Complex Constructs
Social: Two Senses of Meaning
Theory Is Practice: Amy, Le, and Jo
A Metaphor: A Hall of Mirrors
InterS: Intersubjectivity
Theory Is Practice: Amy, Le, and Jo
What Happens When People Talk?
What Can Happen When Students and Teachers Talk
Into the Classroom with the Watermelon Investigation
InterS [congruent with] InterT + InterC
InterT: Intertextuality
Theory Is Practice: Amy, Le, and Jo
InterC: Intercontextuality
Theory Is Practice: Amy, Le, and Jo
Consequential Progressions
Theory Is Practice: Amy, Le, and Jo
Text is Talk; Talk is Text
Talk as It Relates to Consequential Progressions
Theory Is Practice: Amy, Le, and Jo
The Bill of Rights and Responsibilities
Implications for Pull-Out Programs
Conclusion
Beyond Vygotsky
A Definition of Terms Used
Related Terms
Conclusion
Endnote
Mentoring: Vygotsky's Vision Extended
Cultural Competency for Transformative Education
Gallavan Cultural Competencies Model
Information, Access, and Opportunity
Potential Sources and Consequential Outcomes
Serendipitous Meeting of Minds: LeAnn Reflects
LeAnn's Journal Reflection Continues
Years Later: The Mentoring Continues
New Directions: Our Mentoring Grows and Changes
Summary
References
Index
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