Moscow CHAT Reading Group “ReadingLive”
Moscow State University of Psychology and Education (MSUPE) launches a new scientific and educational project ReadingLive: Moscow CHAT Reading Club. The project is operated by The Center for Interdisciplinary Research on Contemporary Childhood and The International UNESCO Chair “Cultural-Historical Psychology of Childhood” with the International Journal “Cultural-Historical Psychology” and the Project “Vygotsky’s Library”, MSUPE.
ReadingLive: Moscow CHAT Reading Club is a forum for psychologists, educators, researchers, students and all those interested in Cultural-Historical Psychology and Activity Approach.
ReadingLive: Moscow CHAT Reading Club is organized in a format where people from all over the world are invited to read and discuss both classic and contemporary works, written in the framework of the Cultural-Historical Psychology and Activity Approach.
Note: Cultural-Historical Psychology and Activity Theory (CHAT)
For each meeting a book or a paper will be recommended for reading in advance.
The meetings of the reading group will take place once a month in Zoom. The meeting includes a short presentation by an invited expert and an open discussion.
In this presentation, we discuss a paper «The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before» (by Anna Shvarts and Arthur Bakker) and advance it with further empirical and historical data. The paper uncovers the origins of the scaffolding metaphor and its connections with Nikolai Bernstein's prominent work on the physiology of activity. We show the scaffolding process between a student and a teacher to be an inter-personal level of a universal process of embodied functional systems' development. We will discuss metaphors of scaffolding a bridge and vrashivanie as seaming, thus providing alternatives to scaffolding a building and interiorization as in-growing. Micro-analysis of a student and teacher's eye-movements exemplify the embodied processes involved in the scaffolding. Based on this empirical data, we will introduce a concept of the micro-zone of proximal development as an actual-genetic mechanism of effective scaffolding.
Recommended for reading:
Shvarts A., Bakker A. (2019) The early history of the scaffolding metaphor: Bernstein, Luria, Vygotsky, and before, Mind, Culture, and Activity, 26:1, 4-23, DOI: 10.1080/10749039.2019.1574306
Researcher at Freudenthal Institute for Science and Mathematics Education, Utrecht University, the Netherlands
Emeritus distinguished Professor at the University of California, San Diego
PhD in Psychology, Full Professor, Head of the Department, Developmental Psychology and Professor of Urban Education, The Graduate Center of the City University of New York, New York, USA
Professor, LaGuardia Community College, The Graduate Center, New York city University, New York, USA
Professor, Head of M.Ed. program in Special Education, Achva College; Director of International Research and Training, Feuerstein Institute, Jerusalem, Israel
Psy.D., Professor, USA
With the participation of:
Doctor of Psychology, Professor, Professor, Academician of the Russian Academy of Education, President, Head of the International UNESCO Chair «Cultural-Historical Psychology of Childhood», Moscow State University of Psychology & Education (MSUPE); President of the Federation of Educational Psychologists of Russia, Moscow, Russia
PhD in Psychology, Rector, Professor, Chair of Pedagogical Psychology, Moscow State University of Psychology & Education, Moscow, Russia
Professor of Education at the Department of Education, Østfold University College, Oslo, Norway
the Research Lead for Sport Coaching and Programme Director for the MSc in Sport Coaching and Pedagogy, Cardiff Metropolitian University, Wales