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
