Comments on: On the road again http://blog.learnlets.com/?p=748 Clark Quinn's learnings about learning Tue, 07 Sep 2010 17:21:36 +0000 hourly 1 http://wordpress.org/?v=3.0.1 By: Clark http://blog.learnlets.com/?p=748&cpage=1#comment-73008 Clark Fri, 13 Feb 2009 15:47:22 +0000 http://blog.learnlets.com/?p=748#comment-73008 Ken, interesting question. I reckon it's a meta-learning process that we develop. Vygotsky would have it, I think, as internalizing and expanding a set of social rules of nurturing, developing an internal dialog. I do think it's a skill that can be developed, and should be. Back to my long-standing claim that organizations should not take their employee learning skills for granted, but set explicit competencies and develop them. I don't know if few have it, but it is rarer than organizations (and society) should hope for. Ideally it would be developed in schools, but right now it's rarely on the curriculum. Ken, interesting question. I reckon it’s a meta-learning process that we develop. Vygotsky would have it, I think, as internalizing and expanding a set of social rules of nurturing, developing an internal dialog. I do think it’s a skill that can be developed, and should be. Back to my long-standing claim that organizations should not take their employee learning skills for granted, but set explicit competencies and develop them. I don’t know if few have it, but it is rarer than organizations (and society) should hope for. Ideally it would be developed in schools, but right now it’s rarely on the curriculum.

]]> By: Ken Allan http://blog.learnlets.com/?p=748&cpage=1#comment-72989 Ken Allan Fri, 13 Feb 2009 07:09:54 +0000 http://blog.learnlets.com/?p=748#comment-72989 Kia ora Clark It is strange, isn't it, that Vygotsky has made such an impact on our thinking 3/4 of a century on. He did, of course, explain that teenagers and adults follow different patterns of development from the young minds he was studying at the time. His zone of proximal development is a great concept and the extension of it in adult learning is useful, for Vygotsky himself admitted that learning, even in the more advanced years, can be supported by a similar prop. For the analogy to work (and I'm not knocking your analogy) the adult has to have an inner 'person' that takes the part of the mother who was a key player in the studies Vygotsky reported on and who provided the guidance for the developing child. I'd like to extend that idea here. <b>Who or what is it that takes the part of the mother, when an adult does what you have described, and steps into the zone of proximal development?</b> My feeling is that few adults can (or know how to) do this - but those who can have the potential to be genuine innovators. I'd be interested in your thoughts on this. Catchya later from Middle-earth Kia ora Clark

It is strange, isn’t it, that Vygotsky has made such an impact on our thinking 3/4 of a century on. He did, of course, explain that teenagers and adults follow different patterns of development from the young minds he was studying at the time.

His zone of proximal development is a great concept and the extension of it in adult learning is useful, for Vygotsky himself admitted that learning, even in the more advanced years, can be supported by a similar prop.

For the analogy to work (and I’m not knocking your analogy) the adult has to have an inner ‘person’ that takes the part of the mother who was a key player in the studies Vygotsky reported on and who provided the guidance for the developing child.

I’d like to extend that idea here. Who or what is it that takes the part of the mother, when an adult does what you have described, and steps into the zone of proximal development?

My feeling is that few adults can (or know how to) do this – but those who can have the potential to be genuine innovators. I’d be interested in your thoughts on this.

Catchya later
from Middle-earth

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