Vygotsky Podcast

Huw Lloyd's work interests me for a few reasons: it is challenging, it is precise, and it addresses ambiguities that have confused me in the past.  In this chat, Huw and I discuss some pros and cons of being a 'theorist' along with his foundational paper, "A Study of Active Orientation, Part 1: A Perspective-Based Theory of Cognitive Development."  (Initially published December 8, 2020)

Highlights include: 

1:10 - Is Huw a theorist? 

8:43 - Did Huw "invent" active orientation, Davydov-style? 

15:15 - Active orientation (AO) as a variant of activity theory 

17:07 - What role does AO play in cognitive development or cognitive reorganization? 

20:24 - A few questions to hang in the air 

22:53 - 5 epistemological forms implicated in cognitive development (by degrees of sophistication) 

27:22 - Form 1: References to constant objects of action within a given context of activity 

28:45 - Form 2: References to recurring contexts of activity 

31:21 - Form 3: Reference to plans of action distinct from the activity that the plans are about 

35:31 - Form 4: Reference to systems of criteria 

41:18 - Form 5: References to self-generative processes  48:40 - Relating the 5 forms to Vygotsky (three variants of logical reasoning) 55:43 - What is "personal epistemological knowledge"? 59:00 - Huw's thinking style (and formative influences) 1:02:55 - A few thinking tips for reflective thinking and self-knowledge 1:13:03 - Active orientation and the formative process 1:20:22 - Don't ignore epistemological or individual facet when talking about mental tools! 1:23:08 - Mental tools in the classroom 1:27:14 - The importance of protracted, situated problem-solving (situation as teacher) 1:34:03 - Advice for teachers and mentors (active orientation and maximizing engagement) 1:36:50 - A marketing question for independent scholars  

Lloyd, H. (2020) "A Study of Active Orientation, Part 1: A Perspective-Based Theory of Cognitive Development" - http://tiny.cc/vua6tz

Nikolai Veresov discusses the differences between cultural-historical  theory (CHT) and cultural-historical activity theory (CHAT) and explains how each can be used effectively, while cautioning against conflating  or combining the two.  (Initially published December 3, 2020)

Full video: http://tiny.cc/s316tz

By example, Nikolai Veresov illustrates the method Vygotsky used to analyze the development of human consciousness.   (Initially published December 3, 2020) 

Full video: http://tiny.cc/s316tz

Nikolai Veresov discusses specific features of cultural-historical  theory (CHT), cultural-historical activity theory (CHAT), and also  activity theory (AT).   (Initially published December 3, 2020) 

Full video: http://tiny.cc/s316tz

Nikolai Veresov addresses three stereotypes about himself and his opinions of cultural-historical activity theory (CHAT).   (Initially published December 3, 2020)

Full video: http://tiny.cc/s316tz  

Veresov (2020) "Identity as a sociocultural phenomenon: the dialectics of belonging, being and becoming" is here: http://tiny.cc/pty5tz

Nikolai Veresov helps to distinguish cultural-historical activity theory (CHAT) and cultural-historical theory (CHT).  (Initially published December 2, 2020)

Highlights include: 

0:35 - What is CHAT? (Ant's confession) 

1:58 - Nikolai's preference for clarification over comparison 

3:39 - Veresov (2020): Two theories with many strengths 

5:51 - Nikolai's appreciation and respect for CHAT 

7:27 - Nikolai's concerns about CHAT 

8:36 - Historical background of CHT, Activity Theory, and CHAT  

15:24 - Why is this important? 

19:17 - Is Nikolai alone here? 

23:18 - Three coexisting theories 

25:55 - Specific features of CHT and of CHAT 

32:20 - Is CHAT more about systems while CHT is about individuals? 

34:45 - Personality, transformation, and metamorphosis (CHAT and CHT) 

38:31 - Is there a metamorphosis dynamic in CHAT? 

40:44 - The concept of contradiction in CHT and in CHAT 

43:41 - An example of dialectical unity (life and birth and death) 

48:52 - Vygotskian application of dialectical unity (not subject-object but individual-social) 

54:12 - Example: development of HPF or cultural forms of behavior?  

59:36 - Mediation in CHAT and in CHT   

1:04:11 - Can tools ever have more agency than individuals?  

1:09:50 - Should perezhivanie make an appearance in CHAT? 

1:16:49 - Is CHAT concerned with cultural or social *development*? 

1:19:28 - Where is Vygotsky in CHAT? 

1:21:32 - Can developmental CHT principles map onto CHAT-esque domains? 

1:25:13 - Nikolai's objection  Veresov (2020) 

"Identity as a sociocultural phenomenon: the dialectics of belonging, being and becoming" is here: http://tiny.cc/pty5tz

David Kellogg shares a story (and a few slides) from a South Korean translation of Vygotsky's work on Emotions.  (Initially published November 30, 2020)

Excerpted from "Can Vygotsky be simplified? (or at least illustrated?)" - http://tiny.cc/4ps5tz

Helena Worthen recreates what she might say to inquisitive members of her labor education classes.   (Initially published December 1, 2020)

Helena's book, "What Did You Learn At Work Today?" is here: http://tiny.cc/l6v5tz

David Kellogg responds to two requests:

- How are you using comic strips to present Vygotsky's teaching on the emotions? 

- Can Vygotsky's theory be simplified for a general audience, without being too 'simplistic'?  (Initially published November 29, 2020)

More Q & A here: http://tiny.cc/73p4tz

"Is it true to say that everything is a process, that we should grasp the world as process rather than things?"  Andy Blunden weighs in.  (Initially published November 15, 2020)

More Q & A here: http://tiny.cc/73p4tz