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

Fri Jan 11 16:33:11 PST 2019

Ah, so interests are the affective ingredient that accompanies the point
of.view?  A subjtive object?
Mike

On Fri, Jan 11, 2019 at 3:58 PM James Ma <jamesma320@gmail.com> wrote:

> 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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