Is It Smart to Humiliate China?

By James V. Wertsch, jwertsch@wustl.edu Building on ideas of Vygotsky, Luria, and Cassirer about the semiotic mediation of human discourse and mind, this short article assumes that national narratives are crucial, but little recognized forces in shaping national memory.  In this case, the focus is on the “Century of Humiliation” national narrative in China that is often in the background as the PRC interacts with … Continue reading Is It Smart to Humiliate China?

Vygotsky in Vietnam: An Interview with Định Lê Thiên, The “Old Vư-gốt-xki-an”

By Helena Worthen, helenaworthen@gmail.com In this e-mail interview, Helena Worthen engages in a conversation with the “Old Vygotskian,” Định Lê Thiên, founder of Gia Môn Sen Sáng Learning Center in Phan Rang, Vietnam. Some Historical and Cultural Background In the interview that follows, Định Lê Thiên describes the Gia Môn Sen Sáng Centre in Phan Rang, Vietnam. Foreign readers will ask, “If this is an alternative after-school program, what … Continue reading Vygotsky in Vietnam: An Interview with Định Lê Thiên, The “Old Vư-gốt-xki-an”

Enseñanza Universitaria Durante el COVID-19: 10 Principios Pedagógicos

By David Preiss. daviddpreiss@gmail.com 1. No estoy enseñando solamente. Estoy acompañando a mis estudiantes durante una pandemia. Ni mis estudiantes ni yo esperábamos que Íbamos a tener un semestre sin actividades presenciales. Nuestras clases online son también momentos de intercambio humano, no sólo de aprendizaje. 2. Este no es el momento para dudar de la honestidad de mis estudiantes. Transmitiré que confío en su capacidad … Continue reading Enseñanza Universitaria Durante el COVID-19: 10 Principios Pedagógicos

An Urgent Call from Mind, Culture, and Activity

In an editorial titled Humanity’s leading activity: survival, of the humanity of our species, the editors of Mind, Culture and Activity: An International Journal make an urgent call for scholars to address pressing issues, offering both the journal and the Cultural Praxis website as a two-gear system of dissemination. You can download the full editorial open access here. Continue reading An Urgent Call from Mind, Culture, and Activity

Playworlds, portals and airlocks between timescales: Generating hope in Brooklyn, early April, 2020

Richard Schechner refers to Winnicott’s transitional object as the blanket or stuffed animal that is the first “not-me,” representing the mother (primary caretaker) when she (he) is absent (pp. 111-112). For those of us who believe that to be human is to be social, such that there is no such thing as an individual human—this transitional object is the first connect to another. Continue reading Playworlds, portals and airlocks between timescales: Generating hope in Brooklyn, early April, 2020

Cuando el Aprendizaje Surge Desde el Interior: Aprender a Crear Sentido en Familia

Ana Belén García Varelaabelen.garcia@uah.es Podemos vivir esta situación como una gran oportunidad para crear valor en nuestra vida, para volver a reconectar con nosotros mismos y con las personas a las que queremos y valoramos; podemos asumirlo como una oportunidad que nos da la vida para replantearnos la manera en que estábamos viviendo.  La actual situación de confinamiento como oportunidad En estas semanas de confinamiento, … Continue reading Cuando el Aprendizaje Surge Desde el Interior: Aprender a Crear Sentido en Familia

Children and the COVID-19 Lockdown: From Child Perspectives to Children’s Perspectives

By Jaakko Hilppö, Anna Rainio, Antti Rajala, and Lasse Lipponen Do adults’ attempts at representing children’s worlds really capture what is important to them? If so, whose worlds are they? What we have paid attention to in the Finnish discussions is that the voices of small children are often missing. Emma has been bullied at school since first grade, and bullying has been both mental … Continue reading Children and the COVID-19 Lockdown: From Child Perspectives to Children’s Perspectives

Power play: Explorando y empujando fronteras en una escuela en Tejas through a multilingual play-based early learning curriculum

by Tim Kinard, Jesse Gainer, Mary Esther Soto Huerta, New York, Peter Lang, 2018, 242 pp. ISBN 978-1-4331-3415-9, $166 (hardback), ISBN 978-1-4331-3414-2, $44 (paperback), ISBN 978-1-4331-4521-6, $58 (eBook) Book Review written by Julia Pfitzer In Power Play: Explorando y empujando fronteras en una escuela en Tejas through a multilingual play-based early learning curriculum (2018), the authors make a compelling argument for learning through and within play. Each of the … Continue reading Power play: Explorando y empujando fronteras en una escuela en Tejas through a multilingual play-based early learning curriculum