[Xmca-l] Re: Passions, (Projects?) and Interests
Andy Blunden
andyb@marxists.org
Sat Jan 12 02:17:26 PST 2019
So we have axiological, ontological, epistemological and
motivational angles to line up. Amazing people ever get to
do anything by the time they figure that all out. :)
How would you go about conceiving of human life
holistically, rather than a sum of all these abstractions?
Andy
------------------------------------------------------------
Andy Blunden
http://www.ethicalpolitics.org/ablunden/index.htm
On 12/01/2019 8:58 pm, James Ma wrote:
> Hi Huw, I agree with you very much. What's behind one's
> interest is by all means an ontological and
> epistemological stance as a driving force to deal with
> what there is to appeal to one and how one might go about
> pursuing it. Above all, one has an axiological positioning
> that is meshed with his/her ontological and
> epistemological stance.
> James
>
> On Fri, 11 Jan 2019 at 13:58, Huw Lloyd
> <huw.softdesigns@gmail.com
> <mailto: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
> <mailto: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 <mailto:robsub@ariadne.org.uk>
> >> <robsub@ariadne.org.uk
> <mailto: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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