A Derridaean Reading of the Zone of Proximal Development (ZPD): The Monster in the Play of "Differance"

Autor/in	Flint, Kevin J.
Titel	A Derridaean Reading of the Zone of Proximal Development (ZPD): The Monster in the Play of "Differance"
Quelle	In: Educational Review, 61 (2009) 2, S.211-227 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Language Usage; Young Children; Child Development; Learning Theories; Philosophy; Cognitive Development; Memory + Suchen Sie Ihr Suchwort? Sprachgebrauch; Frühe Kindheit; Kindesentwicklung; Learning theory; Lerntheorie; Philosophie; Kognitive Entwicklung; Gedächtnis
Abstract	The institutional machine of contemporary activity theory currently appears to be constrained by centring on the structure of mediated activity first voiced by Vygotsky. As a centring, such a principle, it is argued, continually restores the equilibrium of the institutional machine in alignment with its possible development in the polysemy of thematization. And, ironically, in this machine Vygotsky's play as a leading activity is reduced to the work of signs. This study draws on a way of thinking that is deconstructive in its intent. From the writings of Jacques Derrida the paper begins to explore the future of the language of Vygotsky's play in terms of Derrida's play of "differance". In relation to the structure of language, significant questions remain. One concerns any possible openness and hospitality given to this structure. The other relates to the on-going arrival of the monster "arrivant", the future, as opposed to the technological "aporia" of development as a programmable tomorrow. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10