[Xmca-l] Re: Passions, (Projects?) and Interests

[James Ma]

Interests have much to do with intentionality - and there is always a
subjective angle from which the object (interests) is viewed - I don't
recall coming across Vygotsky alluding to this.
To illustrate my point, I use the term "evidentiality" (which in
linguistics refers to statements being explicitly marked to show the source
of the speaker's information, e.g. "I witnessed this"). It goes without
saying that privileged access bears on one's interest (a state of being
interested, or an act of taking an interest, in something). Thus, one
person's interest is always a "secondary evidential" from another person's
viewpoint, in which case another person has to make inference through sense
perception, mediated by contextual factors (e.g. interpersonal, ideational
and textual).

James

*_______________________________________________________*

*James Ma  Independent Scholar *
*https://oxford.academia.edu/JamesMa
<https://oxford.academia.edu/JamesMa>   *

On Fri, 11 Jan 2019 at 16:48, mike cole <mcole@ucsd.edu> wrote:

> So interests are curiosity, Huw?
> Didn’t “Psychology of Art” have something to to do with Emotions, David?
> 10 Volumes (!) of LSV! Wow.
> Mike
>
> On Fri, Jan 11, 2019 at 5:58 AM Huw Lloyd <huw.softdesigns@gmail.com>
> wrote:
>
>> For Vygotsky, interests are intentions.  Although he recognises that
>> Lewin's structural theory is inadequate with regard to discerning the
>> essence of interests, his own writings in that chapter focus upon
>> developmental patterns of interests, and he does not get around to being
>> explicit about what is behind interest -- what is really driving it. To a
>> certain extent this is answered with the social situation of development,
>> but unless one reads between the lines there is a great deal of vagueness,
>> such as with reference to psychological functions.
>>
>> I have a rather large theoretical paper I am completing on this to
>> compliment some empirical work. What I state is that it is epistemology
>> (and ontology) that is the interest behind interest.
>>
>> Best,
>> Huw
>>
>>
>> On Fri, 11 Jan 2019 at 12:08, Moises Esteban-Guitart <
>> moises.esteban@udg.edu> wrote:
>>
>>> That's an interesting question that I asked myself when I read
>>> EDUCATIONAL
>>> PSYCHOLOGY by Vygotsky "from one interest of the child’s to a new
>>> interest
>>> —that is the rule” (Vygotsky, 1926/1997a, p. 86). My conclusion was that
>>> it depends on the biographical moment (see pp. 393 to 396 document
>>> attached). By the way, in his "Educational Psychology" he wrote on sex
>>> too
>>> ("Education on the sex instinct", pp. 71-77), however I didn't explore
>>> this.
>>> m
>>>
>>> > David,
>>> >
>>> > I would imagine the reference to interest relates to the STUDENTS'
>>> > interest: meaning that whatever way it is approached it needs to be
>>> > introduced from and in relation to the students' current
>>> > knowledge/interest/developmental stage as opposed to being imposed in a
>>> > decontextualised way.
>>> >
>>> > At least I think that's what's going on here...
>>> >
>>> > Julie
>>> >
>>> >
>>> >
>>> >
>>> >> Sorry, Rob. I mean fifteen hours a year. The government has itinerant
>>> >> specialists who lecture from school to school. There is even a bus for
>>> >> visiting the provinces.
>>> >>
>>> >> In contrast, Vygotsky says:
>>> >>
>>> >> a) No class with ONLY sex education--since anatomical, sexual, and
>>> >> sociocultural maturation do not coincide in modern humans, sex
>>> education
>>> >> is
>>> >> not a science of a natural whole, where the object of study is given
>>> to
>>> >> us.
>>> >>
>>> >> b) No classes WITHOUT sex education--since sex education is simply
>>> >> learning
>>> >> how to be with people who may be of sexual interest, all classes must
>>> >> have
>>> >> some form of sexual "enlightenment".
>>> >>
>>> >> c) No sex education without INTEREST. But what, exactly, is interest?
>>> >>
>>> >> David Kellogg
>>> >> Sangmyung University
>>> >>
>>> >> New in *Language and Literature*, co-authored with Fang Li:
>>> >> Mountains in labour: Eliot’s ‘Atrocities’ and Woolf’s
>>> >> alternatives
>>> >> Show all authors
>>> >>
>>> >> https://doi.org/10.1177/0963947018805660
>>> >>
>>> >>
>>> >>
>>> >>
>>> >> On Fri, Jan 11, 2019 at 5:40 PM robsub@ariadne.org.uk
>>> >> <robsub@ariadne.org.uk>
>>> >> wrote:
>>> >>
>>> >>> Fifteen hours a week???
>>> >>>
>>> >>> I hope it's not all practicals - the teachers would be exhausted.
>>> >>>
>>> >>> In the UK nowadays the very inadequate thing we do in schools is
>>> called
>>> >>> Sex and Relationship Education. The "and Relationship" bit was tacked
>>> >>> on
>>> >>> some time in the 90s or maybe early 2000s, if I recall rightly. They
>>> >>> missed
>>> >>> a trick there - they should have put it the other way round
>>> >>> "Relationship
>>> >>> and Sex Education". A very large lump of the population go into a
>>> >>> tabloid
>>> >>> induced panic as soon as they hear the word "sex", especially when
>>> >>> related
>>> >>> to children, and then fail to hear the "and relationship" it.
>>> >>>
>>> >>> Rob
>>> >>>
>>> >>> On 11/01/2019 07:14, David Kellogg wrote:
>>> >>>
>>> >>> Last July in Geneva, I got into a bit of a tiff with my hosts over
>>> >>> whether
>>> >>> or not Vygotsky had a theory of emotion. The commonplace position,
>>> >>> taken
>>> >>> by
>>> >>> almost all high Vygotskyans including my francophone friends, is that
>>> >>> Vygotsky spent too much of his life developing a theory of thinking
>>> and
>>> >>> intellect, complexes and concept formation, and when he turned his
>>> >>> attention to the lower and higher emotions, that dark side of the
>>> moon,
>>> >>> it
>>> >>> was too late. He worked out a kind of prolegomena, in the form of
>>> >>> "Teaching
>>> >>> on the Emotions" (or "Study of the Emotions" or perhaps "The Doctrine
>>> >>> of
>>> >>> the Emotions"--you can read what he did in Volume 6 of the Collected
>>> >>> Works). And the rest was silence.
>>> >>>
>>> >>> Here in Korea we are bringing out our tenth volume of Vygotsky's
>>> works
>>> >>> (see attached cover, with blurbs from Renee Van der Veer and Irina
>>> >>> Leopoldoff-Martin). It's all about sex education, which is a very
>>> >>> important
>>> >>> topic here in Korea, because we have fifteen hours of sex education a
>>> >>> week
>>> >>> mandated by the government, but the ministry of education has more or
>>> >>> less
>>> >>> withdrawn the downloadable materials for this, not for the usual
>>> >>> reasons
>>> >>> but instead because of criticism from Human Rights Watch (it is
>>> >>> terribly
>>> >>> sexist, homophobic, and just plain ignorant).
>>> >>>
>>> >>> Vygosky's view is that sex education (which he calls "sexual
>>> >>> enlightenment") has to be integrated into ALL subjects (so for
>>> example
>>> >>> the
>>> >>> test of a good sex enlightenment programme would be one that ensures
>>> >>> equal
>>> >>> participation of boys and girls in math and physics), it has to start
>>> >>> as
>>> >>> soon as preschoolers enter primary school, and it has to be
>>> >>> INTERESTING.
>>> >>> In
>>> >>> other words, instead of the "sex education without sex" programme we
>>> >>> have
>>> >>> here in South Korea, we need non-sex education...but with a good deal
>>> >>> of
>>> >>> sex.
>>> >>>
>>> >>> All of which has got me thinking about the problem my Geneva friends
>>> >>> set
>>> >>> before me. I think that Vygotsky really DOES have a theory that
>>> unites
>>> >>> passions and interests. It's like that book by Hirschmann on how the
>>> >>> unity
>>> >>> of passion and interest gave rise to capitalism, but instead it is
>>> all
>>> >>> about how passions, shared projects, and interests give rise to
>>> sexual
>>> >>> love, and it is more or less right before we would expect to find it:
>>> >>> in
>>> >>> the Pedology of the Adolescent, right before the chapter on concept
>>> >>> formation, which shows how complexes (which are categories for
>>> others)
>>> >>> become concepts (categories for themselves). This is the chapter on
>>> >>> interests, which explains how passions (which are sensations in
>>> >>> themselves)
>>> >>> become interests: that is, emotions for themselves. (There is
>>> already a
>>> >>> passable translation of this in Volume Five of the CW). The only
>>> thing
>>> >>> is
>>> >>> there is a need for a transitional form--a feeling with others.
>>> Andy's
>>> >>> idea
>>> >>> of the Project?
>>> >>>
>>> >>> David Kellogg
>>> >>> Sangmyung University
>>> >>>
>>> >>> New in *Language and Literature*, co-authored with Fang Li:
>>> >>> Mountains in labour: Eliot’s ‘Atrocities’ and Woolf’s
>>> >>> alternatives
>>> >>> Show all authors
>>> >>>
>>> >>> https://doi.org/10.1177/0963947018805660
>>> >>>
>>> >>>
>>> >>>
>>> >>>
>>> >>
>>> >
>>> >
>>> > Dra. Julie Waddington
>>> > Departament de Didàctiques Específiques
>>> > Facultat d'Educació i Psicologia
>>> > Universitat de Girona
>>> >
>>> >
>>> >
>>> >
>>> >
>>>
>>>
>>> --
>>> Moisès Esteban Guitart
>>> Dpt de psicologia
>>> Director - Institut de Recerca Educativa -
>>> Facultat d'Educació i Psicologia
>>> Universitat de Girona
>>>
>>> Grup de recerca "Cultura i Educació" (GRC  2017SGR19)
>>> https://culturaieducacio.cat
>>>
>>> Responsable a la Universitat de Girona del Postgrau Interuniversitari en
>>> Psicologia de l'educació MIPE-DIPE http://mipe.psyed.edu.es/ca
>>
>>
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