[Xmca-l] Re: xmca new discussion started SOCIOLOGY | PSYCHOLOGY
Andy Blunden
ablunden@mira.net
Sun Jun 11 05:36:12 PDT 2017
True, Michael, in pointing to the aphorisms of Vygotsky and
Marx on psychology/sociology, you are going much further
than mere declarations. As ever, I went too far in my effort
to be succinct. It seems to me still, however, that these
two wonderful and very concrete aphorisms still leave us the
job of understanding *how* this unity is to be achieved.
Andy
------------------------------------------------------------
Andy Blunden
http://home.mira.net/~andy
http://www.brill.com/products/book/origins-collective-decision-making
On 11/06/2017 10:19 PM, Wolff-Michael Roth wrote:
> Hi Andy, I don't follow you. I don't denounce but raise a
> question; and I point to the literature where the link
> between individual and collective emotion is done. And I
> do not see where there is a declaration, unless you mean
> the index to the literature. Michael
>
>
> Wolff-Michael Roth, Lansdowne Professor
>
> --------------------------------------------------------------------------------
> Applied Cognitive Science
> MacLaurin Building A567
> University of Victoria
> Victoria, BC, V8P 5C2
> http://web.uvic.ca/~mroth
> <http://education2.uvic.ca/faculty/mroth/>
>
> New book: */The Mathematics of Mathematics
> <https://www.sensepublishers.com/catalogs/bookseries/new-directions-in-mathematics-and-science-education/the-mathematics-of-mathematics/>/*
>
> On Sat, Jun 10, 2017 at 9:49 PM, Andy Blunden
> <ablunden@mira.net <mailto:ablunden@mira.net>> wrote:
>
> Declarations are cheap, Michael. Denunciations of
> dichotomy are a dime-a-dozen. The point is: how is it
> done?
>
> Andy
>
> ------------------------------------------------------------
> Andy Blunden
> http://home.mira.net/~andy <http://home.mira.net/%7Eandy>
> http://www.brill.com/products/book/origins-collective-decision-making
> <http://www.brill.com/products/book/origins-collective-decision-making>
>
> On 11/06/2017 2:15 AM, Wolff-Michael Roth wrote:
>
> Does Vygotsky not move beyond the dichotomy
> sociology | psychology when he acknowledges
> ("Concrete Human Psychology") that "any higher
> psychological function was a social relation" and
> "personality: the ensemble of societal relations"?
>
> On emotions you might find interesting the work of
> Randall Collins, "Interaction ritual chains",
> which acknowledges the constitutive relation
> between individual and collective emotions
>
> Michael
>
>
> Wolff-Michael Roth, Lansdowne Professor
>
> --------------------------------------------------------------------------------
> Applied Cognitive Science
> MacLaurin Building A567
> University of Victoria
> Victoria, BC, V8P 5C2
> http://web.uvic.ca/~mroth
> <http://web.uvic.ca/%7Emroth>
> <http://education2.uvic.ca/faculty/mroth/
> <http://education2.uvic.ca/faculty/mroth/>>
>
> New book: */The Mathematics of Mathematics
> <https://www.sensepublishers.com/catalogs/bookseries/new-directions-in-mathematics-and-science-education/the-mathematics-of-mathematics/
> <https://www.sensepublishers.com/catalogs/bookseries/new-directions-in-mathematics-and-science-education/the-mathematics-of-mathematics/>>/*
>
>
>
> On Sat, Jun 10, 2017 at 9:03 AM, Larry Purss
> <lpscholar2@gmail.com
> <mailto:lpscholar2@gmail.com>
> <mailto:lpscholar2@gmail.com
> <mailto:lpscholar2@gmail.com>>> wrote:
>
> In advancing this thread exploring
> sociology/psychology and their connections, Andy
> explores how these connections can be thought
> about
> within a single science or theory. This opens
> up the
> question of multiple approaches to how we relate
> sociology and psychology within differing sciences
> using uniting frames.
>
> Greg introduces the book (Affective Circuits)
> which is
> attempting to move beyond the concept of the
> nation
> state and the sending/receiving polarity of
> ‘methodological nationalism’
> The difficulty becomes this focusing on
> multitudes of
> understanding (multiple cultural, economic and
> political contexts – simultaneously unfolding).
> Then holding this multitude while considering
> kinship
> and intimate relations.
> The intent of this book to open up new ways of
> thinking about migration in which the search for
> marriage or ties to kin can sometimes re-place the
> search for work.
> The focus of the book exploring the way EVOKING
> powerful emotions regulate and disrupt ‘affective
> circuits’.
>
> Definition of Affective Circuits:
> The social formations that emerge from the
> sending,
> withholding and receiving of goods, ideas,
> bodies, and
> emotions.
> These social formations being multitudes that
> occur
> simultaneously.
>
> Alfredo, emotions and infrastructure operating
> across
> multiple LATERAL sites or contexts seems to be a
> complex question.
>
> Sent from Mail for Windows 10
>
> From: Andy Blunden
> Sent: June 9, 2017 7:50 PM
> To: xmca-l@mailman.ucsd.edu
> <mailto:xmca-l@mailman.ucsd.edu>
> <mailto:xmca-l@mailman.ucsd.edu
> <mailto:xmca-l@mailman.ucsd.edu>>
> Subject: [Xmca-l] Re: xmca new discussion started
> SOCIOLOGY | PSYCHOLOGY
>
> Er. "not do any research on the dynamics of the
> institutions
> of formal education (for example) by by"
> should be "do research on the dynamics of the
> institutions
> of formal education (for example) by"
>
> Sorry,
> Andy
>
>
> ------------------------------------------------------------
> Andy Blunden
> http://home.mira.net/~andy
> <http://home.mira.net/%7Eandy>
> <http://home.mira.net/%7Eandy>
> http://www.brill.com/products/book/origins-collective-decision-making
> <http://www.brill.com/products/book/origins-collective-decision-making>
>
>
>
> <http://www.brill.com/products/book/origins-collective-decision-making
> <http://www.brill.com/products/book/origins-collective-decision-making>>
>
> On 10/06/2017 12:03 PM, Andy Blunden wrote:
> > Alfredo, in every science there are specialisms
> which are
> > necessarily pursued in relatively
> independent research
> > communities, despite being part of the same
> science.
> What
> > makes all these specialisms parts of the one
> science is
> > the use of concepts which are shared across
> the whole
> > science and are necessarily connected in the
> constitution
> > of the science. CHAT is such a science; its
> basic
> concepts
> > such as artefact-mediated actions and
> activities are
> basic
> > to both psychology and social theory as we
> approach it.
> > Therefore the educational psychologist may
> *not* do *any
> > *research on the dynamics of the
> institutions of formal
> > education (for example) by *by *dint of the fact
> > "activity" is a shared concept, discoveries
> from one
> > research field can enter the research in the
> other, and
> > from time to time problems in educational
> psychology
> will
> > find their solution in the social theory of
> formal
> > educational institutions, and vice versa.
> >
> > Andy
> >
> >
>
> ------------------------------------------------------------
> > Andy Blunden
> > http://home.mira.net/~andy
> <http://home.mira.net/%7Eandy>
> <http://home.mira.net/%7Eandy>
> >
> http://www.brill.com/products/book/origins-collective-decision-making
> <http://www.brill.com/products/book/origins-collective-decision-making>
>
>
>
> <http://www.brill.com/products/book/origins-collective-decision-making
> <http://www.brill.com/products/book/origins-collective-decision-making>>
> >
> > On 10/06/2017 5:11 AM, Alfredo Jornet Gil wrote:
> >> I had to make a pause in my contributing to the
> >> discussion, as we (my family) are these
> days relocating
> >> from Victoria to Europe (in Spain at the
> moment). But I
> >> have kept wondering (and wandering) around
> the topic
> >> that came up in Yasuko Kawatoko's article
> concerning
> >> emotion and infrastructure, and then about
> ANT and
> CHAT.
> >> And so I was thinking that the question
> relates to that
> >> of the connection between sociology and
> psychology,
> does
> >> not it? For is there the possibility of a
> psychology
> >> without a sociology in either ANT or CHAT?
> >>
> >> To travel from Victoria to Alicante, we (2
> adults and a
> >> 7-year and a 2-year) had to take a drive (a
> friend
> drove
> >> us) from (no longer) home to the airport,
> then, after a
> >> number of procedures at the airport, got into a
> plain to
> >> fly Victoria - Calgary; then Calgary -
> Amsterdam; then
> >> Amsterdam - Madrid, then a taxi that would
> drive us
> to a
> >> high-speed train to Alicante. Then a
> (family) drive
> from
> >> Alicante to a small town in the province of
> Valencia.
> >> That's an infrastructure. And that's a lot
> of affect
> >> generated. I could not help but to think on the
> relation
> >> between infrastructure and emotion all the
> way...
> >>
> >> Alfredo
> >> ________________________________________
> >> From: xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>
> <mailto:xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>>
> >> <xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>
> <mailto:xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>>> on
> behalf of
> Larry
> >> Purss <lpscholar2@gmail.com
> <mailto:lpscholar2@gmail.com>
> <mailto:lpscholar2@gmail.com
> <mailto:lpscholar2@gmail.com>>>
>
> >> Sent: 02 June 2017 07:05
> >> To: eXtended Mind, Culture, Activity
> >> Subject: [Xmca-l] Re: xmca new discussion
> started
> >>
> >> Michael, to pick up this thread:
> >> “ The important part of the quotation is
> this: "*the
> >> methods* in
> >> and through which members concertedly
> produce and
> >> assemble," and these
> >> include making the very production and assembly
> available
> >> to each other.
> >>
> >> In particular the phrase:
> >>
> >> “in and through which” the methods are
> assembled
> [arranged].
> >>
> >> Here is the way that Kenneth Liberman makes
> a similar
> >> observation within a note # 1
> >>
> >> 1 The phrase ‘‘in and as of’’ intends to
> retain the
> >> actual state of affairs of a social practice.
> Instead of
> >> conceiving of a metaphysical object,
> ‘‘science,’’ which
> >> ‘‘has’’ certain practices, a science
> consists of its
> >> practices. It does not exist apart from
> them; in fact,
> >> the task of any inquiry into the lebenswelt
> origins of
> >> sciences takes its departure from this
> recognition. A
> >> science is nothing more than, and nothing less
> than, the
> >> activities of its practitioners. The phrase
> promises to
> >> retain the important insight, which is
> consistent with
> >> Husserl’s own phenomenological discoveries,
> that a
> >> science does not merely exist in its
> practices, it
> exists
> >> as its practices. The perspective is vital
> to an
> >> anti-essentialist inquiry, and the phrase
> is employed
> >> frequently in ethnomethodology (cf.
> Garfinkel, 2002, p.
> >> 92, 99, 138, 207, 211, 246, 247; Garfinkel
> and Wieder,
> >> 1992, p. 175).
> >>
> >> So the two phrases
> >> “in and through which” & “in and as of” are
> indicating a
> >> way of making visible a work or a method or a
> discipline
> >> AS practices.
> >>
> >> For further elaboration here reproduced a full
> page of
> >> the article written by Kenneth Liberman
> where note
> #1 is
> >> generated: This page may be taking us off
> topic or it
> >> may be relevant?? This page is bringing in
> another
> >> approach exploring the origins of ethno
> “methods”.
> >>
> >> “ While Husserl provided the direction for our
> >> ethnomethodological investigations, the
> lived work of
> >> various sciences––in their coherent,
> work-site specific
> >> organizational
> Things-in-distinctive-details, case by
> >> case for the particular sciences––are
> obscured by
> >> Husserl’s use of formal generalities in
> both The
> >> Gottingen Lectures and The Crisis.
> Regrettably, and
> as a
> >> certainty, both of Husserl’s treatises lose the
> >> phenomenon they were written carefully to
> describe.
> That
> >> is, they lose the phenomenon of the actual
> work-sites of
> >> any science. And there they also lose the
> instructed
> >> actions of the scientists, i.e. their actual
> >> world-generating collaborations. They lose the
> phenomenon
> >> by losing just-how their instructed actions are
> >> administered to reveal for the scientists their
> work, as
> >> well as the objects they are studying. In
> Husserl’s
> >> program, the lebenswelt origins, being only
> formally
> >> exhibited by the lectures, do not actually
> describe any
> >> lebenswelt practices.
> >> They do not exhibit lebenswelt practices with
> >> lived-in-the-course instructed actions.
> They merely
> >> allude to lebenswelt practices. The real
> achievement of
> >> Husserl’s program, then, is that the actual
> lived
> work of
> >> sciences are alluded to as lived practices.
> And that is
> >> no small achievement. The Gottingen
> Lectures and The
> >> Crisis assert the promises of Husserl’s
> monumental
> >> program. Their incongruous anomaly is that
> their
> promise
> >> was neither noticed nor recognized by bench
> practitioners
> >> of any science. The program of The Crisis
> was never
> taken
> >> up by scientists, nor was it welcomed as
> filling a
> ‘‘gap’’
> >> in the coherence of a particular science,
> in and as of
> >> its discovered topics and practices.1
> Nevertheless,
> >> despite the fact that scientists rarely
> welcomed
> >> Husserl’s inquiries, in epistemological
> philosophy the
> >> program remains venerated as Husserl’s
> achievement. Yet
> >> even there Husserl’s program has not been
> taken up in a
> >> radical way, as the familiar haecceities2 o
> >> f an actual science. It has only been used to
> >> illustrate cases for ep
> >> istemological arguments about the sciences.
> Hence, the
> >> task of taking up Husserl’s program
> seriously remains.
> >> This is not to say that no ground has been
> gained. Very
> >> little in The Gottingen Lectures
> redescribes the lived
> >> work of any actual science. On the
> contrary, the
> lectures
> >> forcefully point to the absence of
> haecceities in
> any and
> >> every particular science. These absent
> details can
> >> involve the shop talk, local gestural
> organization, the
> >> local endogenous practices of social order
> production and
> >> accountability, and their coherent substantive
> material,
> >> which might include board notes, personal
> notebooks,
> >> diaries, diagrams, scribblings, books, ....”
> >>
> >> The theme here is the shift from a theory
> being
> >> “formally exhibited” within disciplinary
> methods to
> >> re-mark what was previously formally
> exhibited to
> become
> >> a method of describing lebenswelt
> practices. [ethno
> >> practices].
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >>
> >> Sent from Mail for Windows 10
> >>
> >> From: Wolff-Michael Roth
> >> Sent: June 1, 2017 5:48 PM
> >> To: eXtended Mind, Culture, Activity
> >> Subject: [Xmca-l] Re: xmca new discussion
> started
> >>
> >> Thanks Martin,
> >>
> >> I do not view what I am saying--though it is
> differently
> >> said---from what
> >> you quote. The important part of the
> quotation is this:
> >> "*the methods* in
> >> and through which members concertedly
> produce and
> >> assemble," and these
> >> include making the very production and assembly
> available
> >> to each other. In
> >> all of this, some things are unquestioned, and
> Garfinkel
> >> wrote considerably
> >> on the invisible background assumption . . .
> >>
> >> Michael
> >>
> >>
> >> Wolff-Michael Roth, Lansdowne Professor
> >>
> >>
>
> --------------------------------------------------------------------------------
> >>
> >> Applied Cognitive Science
> >> MacLaurin Building A567
> >> University of Victoria
> >> Victoria, BC, V8P 5C2
> >> http://web.uvic.ca/~mroth
> <http://web.uvic.ca/%7Emroth>
> <http://web.uvic.ca/%7Emroth>
> >> <http://education2.uvic.ca/faculty/mroth/
> <http://education2.uvic.ca/faculty/mroth/>
> <http://education2.uvic.ca/faculty/mroth/
> <http://education2.uvic.ca/faculty/mroth/>>>
> >>
> >> New book: *The Mathematics of Mathematics
> >>
>
> <https://www.sensepublishers.com/catalogs/bookseries/new-directions-in-mathematics-and-science-education/the-mathematics-of-mathematics/
> <https://www.sensepublishers.com/catalogs/bookseries/new-directions-in-mathematics-and-science-education/the-mathematics-of-mathematics/>
>
> <https://www.sensepublishers.com/catalogs/bookseries/new-directions-in-mathematics-and-science-education/the-mathematics-of-mathematics/
> <https://www.sensepublishers.com/catalogs/bookseries/new-directions-in-mathematics-and-science-education/the-mathematics-of-mathematics/>>>*
> >>
> >>
> >> On Thu, Jun 1, 2017 at 5:39 PM, Martin John
> Packer
> >> <mpacker@uniandes.edu.co
> <mailto:mpacker@uniandes.edu.co>
> <mailto:mpacker@uniandes.edu.co
> <mailto:mpacker@uniandes.edu.co>>>
>
> >> wrote:
> >>
> >>> Hi Wolff-Michael,
> >>>
> >>> I agree with most of what you’ve written,
> but not the
> >>> suggestion that EM
> >>> starts from the assumption that people
> (simply) make
> >>> visible order that has
> >>> its origins somewhere else. I’ll quote from an
> >>> encyclopedia article by Doug
> >>> Maynard and Teddy Kardash:
> >>>
> >>>
> >>> Ethnomethodology is an area in sociology
> originating in
> >>> the work of Harold
> >>> Garfinkel. It represents an effort to
> study the
> methods
> >>> in and through
> >>> which members concertedly produce and
> assemble the
> >>> features of everyday
> >>> life in any actual, concrete, and not
> hypothetical or
> >>> theoretically
> >>> depicted setting…. Members of society
> achieve this
> >>> intelligible
> >>> organization through actual, coordinated,
> concerted,
> >>> procedural behaviors
> >>> or methods and practices.
> >>>
> >>> Martin
> >>>
> >>> On Jun 1, 2017, at 7:27 PM, Wolff-Michael
> Roth <
> >>> wolffmichael.roth@gmail.com
> <mailto:wolffmichael.roth@gmail.com>
> <mailto:wolffmichael.roth@gmail.com
> <mailto:wolffmichael.roth@gmail.com>><mailto:wolffmichael.roth@gmail.com
> <mailto:wolffmichael.roth@gmail.com>
>
> <mailto:wolffmichael.roth@gmail.com
> <mailto:wolffmichael.roth@gmail.com>>>>
> >>> wrote:
> >>>
> >>> Martin,
> >>> I would have thought that
> ethno*methodology* is the
> >>> study of the methods,
> >>> the work, people use to make social orders
> visible. In
> >>> this, it is very
> >>> different from all other research,
> qualitative and
> >>> quantitative. Garfinkel
> >>> describes it as *incommensurably different
> *from,
> among
> >>> others,
> >>> interpretive studies of social life. He
> distinguishes EM
> >>> from formal
> >>> analytic studies, all those that have to
> specify
> methods
> >>> because these
> >>> methods are different from the methods
> people use in
> >>> everyday life. EM does
> >>> not dispute the results of other research; its
> interests
> >>> are completely
> >>> elsewhere.
> >>> Practically, EM is interested in change if
> it is what
> >>> people do; it is not
> >>> interested in the change but how people do
> make change
> >>> and the required
> >>> work visible to each other.
> >>> Michael
> >>>
> >>>
> >>> Wolff-Michael Roth, Lansdowne Professor
> >>>
> >>>
>
> ------------------------------------------------------------
> >>>
> >>> --------------------
> >>> Applied Cognitive Science
> >>> MacLaurin Building A567
> >>> University of Victoria
> >>> Victoria, BC, V8P 5C2
> >>> http://web.uvic.ca/~mroth
> <http://web.uvic.ca/%7Emroth>
> <http://web.uvic.ca/%7Emroth>
> >>> <http://education2.uvic.ca/faculty/mroth/
> <http://education2.uvic.ca/faculty/mroth/>
> <http://education2.uvic.ca/faculty/mroth/
> <http://education2.uvic.ca/faculty/mroth/>>>
> >>>
> >>> New book: *The Mathematics of Mathematics
> >>>
>
> <https://www.sensepublishers.com/catalogs/bookseries/new-
> <https://www.sensepublishers.com/catalogs/bookseries/new->
>
> <https://www.sensepublishers.com/catalogs/bookseries/new-
> <https://www.sensepublishers.com/catalogs/bookseries/new->>
> >>>
> directions-in-mathematics-and-science-education/the-
> >>> mathematics-of-mathematics/>*
> >>>
> >>> On Thu, Jun 1, 2017 at 5:12 PM, Alfredo
> Jornet Gil
> >>> <a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>
> <mailto:a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>>
> >>> <mailto:a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>
> <mailto:a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>>>>
> >>> wrote:
> >>>
> >>> Larry, I also was thinking that
> visibility, in other
> >>> EM/CA studies also as
> >>> instructability, speaks to change. A
> >>> ________________________________________
> >>> From:
> >>> xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>
> <mailto:xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>><mailto:xmca-l-bounces@
> <mailto:xmca-l-bounces@>
> <mailto:xmca-l-bounces@ <mailto:xmca-l-bounces@>>
> >>> mailman.ucsd.edu <http://mailman.ucsd.edu>
> <http://mailman.ucsd.edu>>
> >>> <xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>
> <mailto:xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>><mailto:xmca-l-bounces@
> <mailto:xmca-l-bounces@>
> <mailto:xmca-l-bounces@ <mailto:xmca-l-bounces@>>
> >>> mailman.ucsd.edu <http://mailman.ucsd.edu>
> <http://mailman.ucsd.edu>>>
> >>> on behalf of Larry Purss
> >>> <lpscholar2@gmail.com
> <mailto:lpscholar2@gmail.com>
> <mailto:lpscholar2@gmail.com
> <mailto:lpscholar2@gmail.com>><mailto:lpscholar2@gmail.com
> <mailto:lpscholar2@gmail.com>
>
> <mailto:lpscholar2@gmail.com
> <mailto:lpscholar2@gmail.com>>
> >>> Sent: 02 June 2017 01:44
> >>> To: eXtended Mind, Culture, Activity
> >>> Subject: [Xmca-l] Re: xmca new discussion
> started
> >>>
> >>> Martin,
> >>> This sentence,
> >>> “Creating and sustaining order always
> requires change”
> >>> And therefore makes visible change as the norm
> >>> Seems to be pregnant with an evocative
> enacting of
> >>> possibility for novel
> >>> kinds of social fabric[continuing with the
> weaving
> theme]
> >>>
> >>> Sent from Mail for Windows 10
> >>>
> >>> From: Alfredo Jornet Gil
> >>> Sent: June 1, 2017 4:18 PM
> >>> To: eXtended Mind, Culture, Activity
> >>> Subject: [Xmca-l] Re: xmca new discussion
> started
> >>>
> >>> Yes, I agree with what you say. I guess I
> used the
> word
> >>> change where I
> >>> meant development. So I am going to change my
> question:
> >>>
> >>> What do and could do researchers concerned
> with
> >>> development (social,
> >>> personal) with EM.
> >>>
> >>> You recently shared with us a beautiful
> book on the
> >>> topic of development.
> >>> How does EM feature in it?
> >>> Alfredo
> >>> ________________________________________
> >>> From:
> >>> xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>
> <mailto:xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>><mailto:xmca-l-bounces@
> <mailto:xmca-l-bounces@>
> <mailto:xmca-l-bounces@ <mailto:xmca-l-bounces@>>
> >>> mailman.ucsd.edu <http://mailman.ucsd.edu>
> <http://mailman.ucsd.edu>>
> >>> <xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>
> <mailto:xmca-l-bounces@mailman.ucsd.edu
> <mailto:xmca-l-bounces@mailman.ucsd.edu>><mailto:xmca-l-bounces@
> <mailto:xmca-l-bounces@>
> <mailto:xmca-l-bounces@ <mailto:xmca-l-bounces@>>
> >>> mailman.ucsd.edu <http://mailman.ucsd.edu>
> <http://mailman.ucsd.edu>>>
> >>> on behalf of Martin John Packer
> >>> <mpacker@uniandes.edu.co
> <mailto:mpacker@uniandes.edu.co>
> <mailto:mpacker@uniandes.edu.co
> <mailto:mpacker@uniandes.edu.co>><mailto:
> >>> mpacker@uniandes.edu.co
> <mailto:mpacker@uniandes.edu.co>
> <mailto:mpacker@uniandes.edu.co
> <mailto:mpacker@uniandes.edu.co>>>>
> >>> Sent: 02 June 2017 00:40
> >>> To: eXtended Mind, Culture, Activity
> >>> Subject: [Xmca-l] Re: xmca new discussion
> started
> >>>
> >>> Hi Alfredo,
> >>>
> >>> I’ve always thought that EM deals very
> well with
> change,
> >>> because it does
> >>> not treat stasis as the norm. EM is the
> study of the
> >>> methods that people
> >>> (actants) employ to create and sustain
> order, various
> >>> kinds of order.
> >>> Creating and sustaining order always
> requires change.
> >>>
> >>> Martin
> >>>
> >>>
> >>>
> >>> On Jun 1, 2017, at 5:24 PM, Alfredo Jornet Gil
> >>> <a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>
> <mailto:a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>>
> >>> <mailto:a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>
> <mailto:a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>>>
> >>> <mailto:a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>
> <mailto:a.j.gil@iped.uio.no
> <mailto:a.j.gil@iped.uio.no>>>> wrote:
> >>>
> >>> I personally find ethnomethodology EM
> fascinating
> and a
> >>> powerful approach
> >>> to stick the realities of social life; but
> I always
> >>> wondered what does EM
> >>> do with questions of change.
> >>>
> >>>
> >>>
> >>>
> >>>
> >>>
> >>
> >>
> >
> >
> >
>
>
>
>
>
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