[Xmca-l] Re: new book of possible interest to Vygotskian people

[Alfredo Jornet Gil]

I had been waiting for this book to come out; but I was not aware of the price, and how privileged we who have access to most Springer publications through institutional (university, etc) affiliation are.
Alfredo 
________________________________________
From: xmca-l-bounces@mailman.ucsd.edu <xmca-l-bounces@mailman.ucsd.edu> on behalf of Peter Smagorinsky <smago@uga.edu>
Sent: 10 February 2018 20:39
To: eXtended Mind, Culture, Activity
Subject: [Xmca-l] Re: new book of possible interest to Vygotskian people

I got this info from Rene, who was alarmed at the price. For those who just hit the lottery: $379.00 USD

-----Original Message-----
From: xmca-l-bounces@mailman.ucsd.edu [mailto:xmca-l-bounces@mailman.ucsd.edu] On Behalf Of mike cole
Sent: Saturday, February 10, 2018 2:35 PM
To: eXtended Mind, Culture, Activity <xmca-l@mailman.ucsd.edu>
Subject: [Xmca-l] Re: new book of possible interest to Vygotskian people

It sure looks interesting, but you neglected to tell us the price, Peter.
mike

On Sat, Feb 10, 2018 at 11:31 AM, Peter Smagorinsky <smago@uga.edu> wrote:

>
> Vygotsky¡¯s Notebooks: A Selection
> §¦katerina Zavershneva, Rene van der Veer, Editors Springer, 2018
>
> Contents
> 1 A Tragicomedy of Strivings . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . 1
> 2 Jewry and World History . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . 11
> 3 The Book of Fragments . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . 21
> 4 The Jewish Question . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . 41
> 5 Genres of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . 51
> 6 The Trip to London . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . 57
> 7 From the Zakharino Hospital. . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . 71
> 8 Toward Cultural¨CHistorical Theory. . . . . . . . . . . . . . . . . . . .
> . . . . . . 107
> 9 The Instrumental Method. . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . 115
> 10 Concepts and the Systemic Approach . . . . . . . . . . . . . . . . . .
> . . . . . . 129
> 11 The Anomalous Development of the Child . . . . . . . . . . . . . . . .
> . . . . 155
> 12 From the EDI Clinic . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . 177
> 13 Spinoza and the Problem of Higher Emotions . . . . . . . . . . . . . .
> . . . 209
> 14 Observing Asya . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . . 237
> 15 The Study of Consciousness . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . 243
> 16 From Sign to Meaning and Sense . . . . . . . . . . . . . . . . . . . .
> . . . . . . . 251
> 17 The Problem of Consciousness . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . 271
> 18 The Semic Method . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . 291
> 19 The Result of Many Years of Work. . . . . . . . . . . . . . . . . . . .
> . . . . . . 311
> 20 Disintegration and Schizophrenia. . . . . . . . . . . . . . . . . . . .
> . . . . . . . . 319
> 21 Thinking and Speech. . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . 353
> 22 Psychology as a Science . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . 367
> 23 Dubious Moves . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . 383
> 24 The Conference of October 27¨C29, 1933 . . . . . . . . . . . . . . . . .
> . . . . . 391
> 25 The Semantic Field: Sparring with Lewin. . . . . . . . . . . . . . . .
> . . . . . 403
> 26 Neuropsychology . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . 419
> 27 Difficult Children. . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . . 437
> 28 The Playing Child . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . 459
> 29 The Rest is Silence . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . 483
> Author Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . . . . . 503
> Subject Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
> . . . . . . . . . . . . . . . . .
> Preface
> It is ironic that Lev Vygotsky, who claimed for many years that mental
> development is about the internalization of external signs and that
> external signs must be replaced by inner ones during the course of
> such development, made notes throughout his life. It seems he was
> always making notes on whatever was at hand (e.g., cards, maps, pieces
> of paper, forms) and whatever he was doing (e.g., visiting museums,
> attending lectures, reading books, examining patients).
> Subsequently,
> these notes formed the basis of lectures, articles, and books. This
> book contains a selection of these notes found in Vygotsky¡¯s personal
> archive. They were meticulously studied and deciphered by the first
> editor and, in cases of doubt, by both editors. The second editor
> provided a first translation of the text, and together the editors
> tried to solve the remaining linguistic and conceptual problems.
> Elsewhere one of us has argued that the fact that Vygotsky became
> popular long after his death causes problems for the modern reader
> (Van der Veer 2014, p. 4). We know so little of the psychology of the
> early 20th century that it is easy to attribute ideas to Vygotsky that
> were common at the time or fail to see the novelty of the ideas he
> advanced. In the words of Boring (1950, p. ix):
> ¡°Without
> such knowledge he [the reader] sees the present in distorted
> perspective, he mistakes old facts and old views for new, and he
> remains unable to evaluate the significance of new movements and
> methods.¡± This is why the editors have supplied introductions and what
> may seem an excessive number of notes to the text. It is their hope
> that these will allow the reader to at least partially reconstruct the
> historical context of Vygotsky¡¯s ideas. In writing these introductions
> and notes, they relied on the usual encyclopedias (notably,
> Wikipedia), read scores of articles and books by Vygotsky and his
> contemporaries, and were especially pleased with the existence of
> digitalized older books. The editors were also morally supported by
> colleagues and friends (e.g., Tatyana Akhutina, Igor Arievitch, Irina
> Kazakova, Peter Keiler, Alexandre M¨¦traux, Maksim Osipov, Yakov
> Sinichkin, Natal¡¯ya Stoyukhina, Anton Yasnitsky) and felt free to
> bother them with silly or difficult questions. In rare cases, they
> believed they knew something themselves.
> The result
> of this effort is what Vygotsky regarded as typical for the modern
> Western
> person:
> borrowed knowledge, e.g., knowledge that is transmitted from expert to
> novice.
> Few readers have been in the Sahara; yet most of them believe it is a
> hot and sandy place in the daytime.
> Even with the introductions and the footnotes, this volume requires
> some hard work by the reader, and the editors do not claim that they
> fully understand each and every part of the text. After all, a large
> part of this text was written for private use, and arguments were not
> spelled out. Moreover, sometimes is not even clear whether Vygotsky
> gives his own point of view or summarizes the view of a colleague.
> Hopefully, discussions of this volume in the scientific press and on
> the Internet will help to solve the remaining problems of
> comprehension.
> The publication of private notebooks always involves some
> modifications, and we wish to explain the procedure we followed.
> First, the text was deciphered and typed. This in itself is no easy
> task because Vygotsky¡¯s handwriting was not always clear, and he
> frequently used abbreviations of his own invention (e.g., ¡°m.r.¡± for
> ¡°mental retardation¡± or ¡°hndwrtng¡± for ¡°handwriting¡±). One might say
> that his notebooks have several of the properties that Vygotsky
> himself ascribed to inner
> speech: abbreviations, references to things that are only clear to
> someone who has the same knowledge (e.g., ¡°See my talk¡±), etc. In
> typing the text of the notebooks, we lost the typical typographical
> features of a manuscript, that is, the underlining, the crossing out,
> the arrows, the writing upside down or backwards, the added remarks in
> the margins, and so on. Rendering these features in the book would
> have made it very unpleasant to read, but in the comments we have
> indicated what readers cannot see for themselves. In addition, we have
> corrected the mistakes in foreign words, expressions, citations, and
> names. Although Vygotsky read several languages, his active use of
> them left much to be desired. Words underlined by Vygotsky, book and
> journal titles, poetry lines, and foreign words are rendered in
> italics. In the rare cases that Vygotsky himself used English words or
> expressions, these are given in bold script. Punctuation has been
> mostly left intact¡ªunless this made the understanding difficult¡ªand we
> added quotation marks when Vygotsky was citing a poet or writer
> verbatim. Vygotsky was in the habit of repeatedly writing up the
> outlines of the same talk or chapter and had a stock of pet
> expressions and ideas to which he came back time and again, as the
> reader will see in the present edition. For this reason, in rare
> cases, we left out part of the text when it became excessively
> repetitive. These suppressed passages have been indicated with angle
> brackets and ellipses. Insertions and comments by the editors are
> given in square brackets (i.e., [ ]) and/or small script. Words that
> were difficult or impossible to decipher are given in angle brackets
> (i.e., < >) with either our best guess or the word ¡°illegible.¡±
> Finally, this book was edited by two authors who have never met each
> other and communicated solely through email. There is no doubt that
> this caused some disadvantages¡ª e.g., written speech needs to be much
> more elaborate than oral speech ¡ªand it is better not to speculate
> about the possible advantages. However, we sincerely believe that the
> present result once more shows the truth of Feuerbach¡¯s dictum, that
> what is impossible for one person is possible for two.
> Moscow, Russia §¦katerina Zavershneva
> Leiden, The Netherlands Ren¨¦ van der Veer References Boring, E. G.
> (1950). A history of experimental psychology. Englewood Cliffs, NJ:
> Prentice Hall.
> Van der Veer, R. (2014). Lev Vygotsky. London: Bloomsbury.
>