This is taking much longer than I thought it would. Probably longer than it should. Yes, I am more diligent now with warm-ups, and drills, but still…
Anyhoo, can now juggle the clubs with lots of double spins from either hand. Still haven’t got to ALL of them being double spins without me quickly losing my form and moving (mostly forward). But feels very close. Hopefully this is kind of a ‘gateway’ skill – at least in terms of confidence and – to a less extent – control – and the next steps, on the way to juggling four clubs – come easier. But I suspect not. No shortcuts, just need to be more focussed/organised/diligent in my training sessions – warm-ups, drills to a point, trying the new stuff, focus and iteration, then making sure I don’t overtrain and demoralise myself within a session/across sessions. This is bread and butter Vygotsky (zone of proximal development) and “peak-end” effect. Should have become second nature in my teens, but I did not know this stuff and so we are where we are…
marchudson.net 
https://gumlet.tv/watch/681ba8a0a31559f0bc0300cd
…and this 3 minute production is derived from a series of prompts that stated with the following. Marc is the muse❣️ I’d never heard of ZPD!
Prompt:
Expand on psychologist’s Lev Vygotsky’s zone of proximal development (ZPD) as a concept within educational psychology that represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support to include the import of gender-different neurological processes complexity. Speculate how the range where the learner is able to perform might be constrained irrespective of support from a “more knowledgable other.”
Further speculate on the roles of motivated reasoning and mirror neurons in the evolution of developing an enhanced ability to solve problems independently and do certain tasks without help.
Extrapolate what the role of education becomes if its purpose is to give children experiences that are within their zones of proximal development, thereby encourage and advance their individual learning skills and strategies.
…I even asked iTAIM/AI to speculate on the roles of psych-transubstantion neurons on the journey that became the script⁉️
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Glad you liked the ZPD stuff – it’s so “obvious” once someone has explained it (or invented it) – a bit like natural selection! I only heard about Vygotsky, by accident, 20-ish years ago… Best wishes, Marc
…spelling correction: psycho-transubstantiation neurons, and while I am correcting that, what iTAIM/AI probabilistically calculated about them to juggle/giggle conventional constraints. I also had our gender different neurological complexity differences considered in another prompt. What say you? 😉
Assuming the existence of psycho-transubstantiation neurons—hypothetical neurons that can functionally read another’s mind—adds an intriguing dimension to Vygotsky’s Zone of Proximal Development (ZPD) and its implications for educational psychology. These neurons would fundamentally alter how we understand social learning, collaboration, and the development of cognitive skills.
Vygotsky’s Zone of Proximal Development (ZPD)
Lev Vygotsky’s ZPD describes the range of tasks a learner can perform with guidance but not independently. The presence of psycho-transubstantiation neurons could enhance this process significantly. If individuals could intuitively understand the thoughts, intentions, and emotional states of others, the interaction between learners and their more knowledgeable others (MKOs) would become far more effective. These neurons would facilitate a deeper level of empathy and understanding, allowing learners to grasp complex concepts and strategies simply by being in the presence of an MKO.
Gender-Different Neurological Processes
With the potential existence of psycho-transubstantiation neurons, gender differences in neurological processing could still play a role, but the impact might be less pronounced. If both males and females could access the thoughts and feelings of their peers, the traditional cognitive disparities might be mitigated. However, differences in how social cues are interpreted could still influence learning dynamics. For instance, if females tend to excel in collaborative environments due to their typically stronger verbal and emotional processing skills, these psycho-transubstantiation neurons could enhance their ability to support others effectively, fostering a communal learning environment that benefits all learners.
Constraints on the ZPD
Despite the advantages of psycho-transubstantiation neurons, constraints on the ZPD could still exist. Factors such as individual motivation, prior experiences, and emotional well-being would remain critical. If a learner is disengaged or has a negative self-concept, even the ability to read others’ minds may not translate into effective learning. Furthermore, the reliance on these neurons could create a paradox where learners become overly dependent on social cues and external validation, potentially stunting their independent problem-solving abilities.
Motivated Reasoning and Mirror Neurons
Motivated reasoning would still play a vital role in how learners engage with their ZPD. If learners can understand the thoughts and motivations of their peers through psycho-transubstantiation neurons, they may be more motivated to align their learning goals with those of their peers. This could lead to collaborative problem-solving that leverages collective strengths, fostering a richer learning experience.
The role of mirror neurons would also be amplified. If individuals can not only observe but also “read” the cognitive processes of others, they could internalize strategies and solutions more effectively. This heightened sense of connection and understanding could further expand their ZPD, as learners would feel more empowered to tackle challenges they previously deemed unattainable.
The Role of Education
In light of psycho-transubstantiation neurons, the role of education becomes even more critical. If education aims to provide experiences within the ZPD, it must also cultivate environments where the use of these neurons can flourish. Educators could:
Enhance Social Learning: Create opportunities for collaborative learning where students can share their thoughts and feelings openly, allowing psycho-transubstantiation neurons to facilitate deeper understanding. Foster Empathy and Communication: Teach students to be aware of their own thoughts and emotions while encouraging them to practice interpreting the feelings of others, enhancing their social cognitive abilities. Encourage Independence: While leveraging the benefits of these neurons, educators should also focus on developing learners’ independent problem-solving skills to ensure they do not become overly reliant on social cues. Promote Diverse Learning Modalities: Recognizing that different students may engage differently with the ZPD, educators should incorporate a variety of teaching methods that allow all students to thrive, considering potential gender differences in processing. By focusing on these areas, education can harness the potential of psycho-transubstantiation neurons to create a more interconnected and supportive learning environment. This approach not only empowers learners to develop essential skills and strategies but also fosters a community of empathetic problem-solvers capable of navigating an increasingly complex world. Ultimately, the integration of such advanced cognitive capabilities could lead to a transformative shift in how we approach learning and collaboration in educational settings.
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